Students at the basic level in Department Education Japanese of Semarang State University have difficulties in Japanese speaking. They could not produce oral Japanese smoothly. Sometimes they said couple words in Bahasa Indonesia to express their ideas. In communication strategy there is a systematic technique used by foreign language learners to express their ideas when faced with the difficulty of communicating because of the limitations of second language mastery. The findings are the learners already have passed the stage of mastery of simple-level linguistic rules, so they have a tendency to pursue in various ways to make their message acceptable. The characteristic of communication strategy they used are directly translated an utterance literally in the concept of their mother tongue, and use those terminology in their mother tongue and English in Japanese utterance. The reasons that influence the use of these communication strategies are that students' grammar and vocabulary skills are insufficient to communicate in various fields as they are still in the early learning stages.
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject English. Included are the COMPETENCIES that the learners must acquire in the course of the session
Vocabulary learning is an integral part of foreign language learning. The meaning of new words is very often emphasised, both in books and in verbal communication. Vocabulary is considered a centre of language teaching and is very important for language learners. This study found a daily code-mixing strategy in learning English vocabulary in the second grade of secondary school. The method used is qualitative and quantitative. The research phase includes pre-test and post-test, questionnaire and interview. The findings show that there is an influence on the level of student skills in using the strategy. Furthermore, it also found that students with higher vocabulary levels tended to take lessons in class interactively, this became fun, and students could motivate themselves they usually succeeded in learning by asking, monitoring and evaluating their learning habits. The findings also show that students with low vocabulary levels tend to choose to ignore direction and lack of participation, which means that they do not care about the course of the teacher and still carry unfavourable habits in the classroom. The findings of this study contribute to the further development of existing code-mixing theory and about vocabulary students and strategies. This study refers to giving benefits to classroom practice in the Indonesian context, specifically in increasing EFL teacher awareness so as not to focus solely on existing strategies, but rather look at the phenomena that occur around to create new strategies in teaching English.
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject English. Included are the COMPETENCIES that the learners must acquire in the course of the session
Vocabulary learning is an integral part of foreign language learning. The meaning of new words is very often emphasised, both in books and in verbal communication. Vocabulary is considered a centre of language teaching and is very important for language learners. This study found a daily code-mixing strategy in learning English vocabulary in the second grade of secondary school. The method used is qualitative and quantitative. The research phase includes pre-test and post-test, questionnaire and interview. The findings show that there is an influence on the level of student skills in using the strategy. Furthermore, it also found that students with higher vocabulary levels tended to take lessons in class interactively, this became fun, and students could motivate themselves they usually succeeded in learning by asking, monitoring and evaluating their learning habits. The findings also show that students with low vocabulary levels tend to choose to ignore direction and lack of participation, which means that they do not care about the course of the teacher and still carry unfavourable habits in the classroom. The findings of this study contribute to the further development of existing code-mixing theory and about vocabulary students and strategies. This study refers to giving benefits to classroom practice in the Indonesian context, specifically in increasing EFL teacher awareness so as not to focus solely on existing strategies, but rather look at the phenomena that occur around to create new strategies in teaching English.
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
The Comparison Between Manual And Digital Transcription Media Towards KPN Stu...sabaribmt
The research aims to find KPN students’ grammatical mistake and compare its analysis result by using manual and digital transcription. This research emphasizes on analysing students’ grammatical mistake when they were doing a conversation practice in the classroom, and evaluating the effectiveness among those transcription media. The researchers employed qualitative research design in collecting the data through observation and students’ recording, and utilized “surface strategy taxonomy” to analyse it. Further, voice note as the digital transcription media is used in converting students’ voice into a direct text and the participant of this research was KPN students on the fifth semester. The findings revealed that the dominant students’ grammatical mistake by using both of transcription media was misformation. It was categorized by the use of wrong form of the morpheme which means one or more sentence’s aspect has a wrong formation. In conclusion, the voice note application assisted teacher in less time-consuming, even sometimes it did not optimally detect students’ utterances well. Therefore, teacher should encourage students to be more active in learning grammar, and this application is a recommended media in teaching and learning process.
The aim of the study was to investigate the effect of Task Base Language Teaching (TBLT) on tertiary ESOL learners’ academic writing achievement in tertiary level. Therefore, the experimental research was applied to this study. The control group was taught through Classical Method (CM) while the experiment group was taught through Task Based Language Teaching (TBLT) method. Furthermore, the pre-test and post-test were administered to students in control group and experiment group (30 students in each group). The data were tabulated by employing t-test in Statistical Package for Social Science (SPSS) version 21. Based on the data analysis, the result indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant effect of Task Based Language Teaching (TBLT) method on tertiary ESOL learners’ writing achievement compared to Classical Method (CM) of teaching.
Similar to The Communication Strategy Used By Japanese Learner at the Basic Level (20)
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
This research investigated the pre-service teachers’ self-regulation, selfefficacy, and mathematics performance in blended learning during the post Coronavirus disease 2019 (COVID-19) pandemic in a state university using a descriptive correlational design. There were 201 pre-service teachers who were identified using simple random sampling. They answered the two-set survey questionnaire, which assessed their self-regulation and self-efficacy, while their performances were assessed using their grades in the subject. The data gathered were treated using descriptive and inferential statistics. The results revealed that they had high self-regulation while they had a very high level of self-efficacy. At the same time, they had a very satisfactory performance in mathematics. Moreover, their self-regulation in terms of planning, monitoring, and adjusting was significantly correlated with their math performance while reflecting is not. However, no significant relationship was found between their self-efficacy and mathematics performance. Thus, instructors are encouraged to conduct monitoring during blended learning to encourage pre-service teachers to maintain their high level of self-regulation and self-efficacy in learning mathematics. In addition, future researchers may explore the same variables to validate the findings of the study because these findings are limited only to pre-service teachers and were conducted during the post COVID-19 pandemic.
This study explores the correlation between technology utilization and language acquisition while analyzing the impact of moderating variables on this relation. Our meta-analysis approach analyzes data from 43 extracts out of 19 primary studies published between 2012 and 2021. Our data analysis employs a random-effect model utilizing a significance level of α = 0.05. Additionally, the authors examine four moderating variables: level of education, location of research, proficiency in language, and year of publication. Technology-based language acquisition outperforms traditional methods, indicating a significant and moderate impact on the learning process. This study enhances comprehension of the efficacy of technology in language acquisition by identifying various factors, such as the geographical location of research, methods of assessing language proficiency, and technology type employed. However, there is insufficient evidence to support the notion that educational level or sample size significantly impact technology-based language acquisition. This meta-analysis highlights the importance of considering nuanced factors when integrating technology into language learning. The findings emphasize the possibility of technology to transform methods of acquiring language and urge additional investigation into customized strategies that optimize its advantages.
Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.
Higher order thinking skills (HOTS) are an important element in facing the challenges of the 21 st-century. Difficulty in solving problems systematically, facing challenges in an organized manner, and being unable to design original solutions are due to the low HOTS that students have. HOTS ability can improve students who low-level thinking skills in several ways, for example, through learning integrated with media, practice, and assessment or HOTS-based cognitive assessment. The purpose of this study was to develop and implement a HOTS-based cognitive assessment to assess students' HOTS abilities. The device development model used is an adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) model. The research sample consisted of 30 students in class 11 of the Governance and Office Automation Competency Program of Vocational High School 1 Kudus. The result is that 11 students have the HOTS ability with very good criteria, 17 well criteria, and 2 enough criteria. This study suggests that a test instrument for further research is to measure students' HOTS ability. The Experts conclude that HOTS-based cognitive assessment can be used as an approach to improve students' HOTS to actively think selectively and supported by logical argumentation.
The background of this research is the need for teacher innovation in developing digital-based learning media in Indonesian language learning. The research method used is research and development (R&D) with the analysis, design, develop, implement, and evaluate (ADDIE) model, which consists of five research stages: analysis, planning, development, implementation, and evaluation. Data collection techniques are questionnaires, in-depth interviews, observations, and documentation that present the results regarding innovation, features, applications, and the impact of using the benkangen game in learning Indonesian in elementary school. The subjects of this study were 25 teachers from 25 elementary schools, and 66 students from 10 elementary schools in Magelang district and Magelang city. The results showed innovation in the development of game applications based on Magelang local wisdom with game features in the form of puzzles of Magelang culture and local wisdom, Indonesian language learning materials packaged in the form of questions accompanied by the number of points in each answer, and audio that reflects local wisdom in Central Java. The novelty of this research is the development of the benkangen game based on Magelang local wisdom, which still needs to be developed by teachers in Indonesia. Future research needs to explore the innovation of Indonesian language learning games through the latest software.
The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in the field of social sciences in the Scopus and ERIC databases. The findings show how non-intervention quantitative approaches are predominant in LLS research, occasionally accompanied by qualitative data collection methods. Accordingly, most research has favored descriptive and correlational designs, identifying the relationships between the use of strategies and variables such as language proficiency, demographic aspects, motivation, and self-regulation. Grounded on the revision of existing evidence, this article advises future strategy-based research to focus on primary and secondary levels of education, strategy instruction, cultural aspects, and qualitative research designs.
This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers’ vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills.
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
The volunteer function inventory (VFI) is an assessment tool to measure individual volunteer motivation. VFI measures individual motivation to volunteer by examining the functional motives of each volunteer. This research aimed to adapt the VFI to the Indonesian language. VFI consists of 30 items divided into five dimensions. This study utilized a non-experimental quantitative research method. Samples were acquired by accidental random sampling with N = 176. In this study, reliability testing was carried out with items and dimensions of Cronbach's α. Validity tests were examined using construct validity and item analysis. The results of the Indonesian version of VFI showed high reliability and validity. Besides, the item analysis also shows that the quality of each item is excellent. The Indonesian version of VFI will be suitable for various education fields in Indonesia to measure the students' voluntary willingness in community development activities, for example, in measuring the impact of volunteerism in the Merdeka Belajar Kampus Merdeka (MBKM) social activities and other activities within the communities.
Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PJBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli’s test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.
This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.
Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.
Incorporating ethnoscience into lessons through the ethnoscience-students’ worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students’ worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students’ responses are more influenced by science learning. In addition, the ethnoscience-integrated students’ worksheets (SW) variable indirectly affects students’ responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students’ problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).
This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into account their backgrounds. The test outcomes showed the Cronbach's Alpha coefficient reached 0.92, is deemed "excellent", affirming the instrument's high reliability. The findings of the study revealed that the majority of teachers share a consistent perception of future challenges and recognize the importance of mastering 21st-century skills, particularly critical thinking, creative thinking, communication, and collaboration. However, respondents believe that the current learning process does not adequately train these skills. They expressed a desire for an alternative learning method that can enhance their skills while accommodating their diverse backgrounds, including place of residence, economic background, and technological proficiency. Further research is needed to identify alternative teaching methods that can effectively foster these abilities in diverse backgrounds.
The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.
This study aims to investigate Indonesian senior high school teachers’ perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured interview was applied to collect data, while thematic analysis was used to analyse it. The result showed that the teachers have three different positions in perceiving the use of the L1: the virtual position, maximal, and optimal positions. Although they have different perceptions toward the application of the L1, a major insight can be concluded about the limited use of the L1 for specific reasons, such as considering teachers’ and students’ English abilities, learners’ needs, and the type and the difficulty of the given task or assignment. The L1 can be functioned as scaffolding in three aspects: when teaching grammar, vocabulary, and when giving instructions. Teachers may consider this study’s results as the information to use the L1 in classrooms. This may also be beneficial for Indonesian educational stakeholders and the government to specifically define what type of scaffolding that teachers can use the L1 to teach English.
The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smileproject as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
More from Journal of Education and Learning (EduLearn) (20)
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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factors. According to Tarone [1], the strategy used by second learner is influenced by various factors,
including intercultural system in less competent learner, learning situation and communicative experience of
learner.
Based on the above facts, there is a need for a deeper and more detailed assessment of the
communication strategies used by Japanese language learners when they learned speaking. It is expected that
through these activities, lecturer can get input and suggestions in teaching Japanese language. Therefore, this
paper entitled "The Communication Strategy Used by Japanese Learner at The Basic Level”
2. THE COMPREHENSIVE THEORETICAL BASIS
2.1. Communication Strategy
The communication strategy relates to the output of how we productively express the meaning, and
how we convey the message to others. To describe the language learners well in terms of personal
characteristics, styles and strategies, Rubin [2]. This categories are:
(1) Find their own way, be responsible for their learning.
(2) Organize information about the language.
(3) Creative, develop a "sense" of language by experimenting through grammar and words.
(4) Create opportunities for yourself to practice using language in and out of the classroom.
(5) Learn to live with uncertainty by not being nervous and continuing to talk or hear without
understanding every word.
(6) Using mnemonics and other memory strategies to remember what has been learned.
(7) Make mistakes useful and not obstructive.
(8) Using linguistic knowledge, including knowledge of the first language while learning a second
language.
(9) Using contextual guidelines to assist them in understanding.
(10) Learn to make smart guesses.
(11) Learn the pieces of language as a whole and practice the routine to achieve a performance that "exceeds
their competence".
(12) Learn certain tips that help keep the conversation going.
(13) Learn certain production strategies to close the gaps in their own competencies.
(14) Learn different styles of speech and writing and learn to vary the language according to the formality of
the situation.
Below arethe description of communication strategies according to some linguists:
(1) Corder (1983)[3] communication strategy is a systematic technique used by the individual to express
meaning, when he is faced with difficulties.
(2) Tarone (1983:5)[3] defines the following:
Communication strategy is an individual effort systematically to express meaning in the target
language when it can’t form or choose the rules of the target language.
Communication strategy is an individual's conscious effort to communicate his thoughts when
interlanguage is inadequate to convey the thought.
(3) Faerch and Kaspen (1983)[3] define that communication strategy is a potentially conscious plan for
solving problems in achieving specific communication objectives. The types of communication
strategies used by the speakers are as follows:
(a) Avoidance Strategies
Avoidance is a common communication strategy that can be broken down into several
subcategories. This strategy is used by the learner due to fear of errors in communicating. This strategy can
be categorized into two forms: a) Avoidance of Topics, due to limited language skills and knowledge of the
theme being discussed, b) Message Cutting, Cutting a message occurs when communication is running, but
not completed because the learner encounters difficulties in language.
(b) Paraphrase Strategies
Paraphrasing done by substituting a particular form or concept in a second language, such as: using
your own words, using examples and reconstructing sentences.
(c) Transfer Strategy
Transfer is used by borrowing a form from another language that is more mastered to communicate
its intent in communicating with a second language.
(d) Appeals for Assistance
The learner asks for help or cooperation from his interlocutor when facing obstacles in
communication about a matter in a second language, either directly or indirectly.
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(e) Mime Strategies
Learners use mimic and gesture to explain the meaning.
2.2. Japanese Language Learning at Basic Level in Semarang State University
Basic Japanese language teaching on the Japanese language education program of Semarang State
University uses Minna no Nihongo books 1 and 2. Minna no Nihongo I is for semester 1 - 3 students with
division: chapters 1- 6 for students of 1st
semester, chapters 17-22 for students of 2nd
semester, and chapters
33-45 for students of 3rd
semester.
Therefore, Japanese language is taught using structured method that is Bunpo (structure), dokkai
(reading), choukai (listening), kaiwa (speaking) and sakubun (writing) courses are related. The bunpo,
dokkai, and choukai (receptive skills) courses are taught in advance of the kaiwa and sakubun (productive)
courses. It is expected that this elementary level students after passing the 3rd
semester can pass Japanese
Language Proficiency Test (JLPT) level 5 and 4.
3. RESEARCH METHOD
This study uses a qualitative approach because it aims to describe communication strategy in
learning Japanese language at the elementary level students. This research data is nonverbal data that is
written data in the form of field note and result of evaluation. Technique of collecting data which done is: (1)
listen, (2) omitting, (3) note, (4) record (Mahsun, 2013).[4]
The data are then analyzed through the following steps: (1) Data collection, for example data of
observation result is transcended first(2) Data reduction, which is to identify and description of the utterances
to see whether the utterance is one communication strategy or not(3)Presentation of data, data classified by
types of communication strategies(4) the conclusions and verifications are based on interpretation and data
analysis according to the focus of the research.
4. RESULTS AND DISCUSSION
Based on the results of data analysis, can be found some avoidance strategies that have been done by
students when communicating Japanese language. The most widely used form of communication strategy is
the transfer strategy and paraphrase strategy. While the mimic strategy is the least used strategy by students.
Here are some data from students' utterances that use various forms of communication strategy.
4.1. Avoidance Strategy
Data 1
A:休みの日に何をしたか。
B:何もしませんでした。
This conversation is done during the exam. The answer from B, is not wrong, because the limited ability
of mastery of eating language B avoids by replying 何もしませんでした. That way, B hopes that the topic
of conversation is over. The above conversation can be an interesting topic if B replied as below.
A:日曜日に何をしますか。
B:Simpang Lima へ行きます。
A:ああそうですか。誰と行きましたか。ect…
4.2. Paraphrase Strategy
Data 2
私の家族は4人います。父と母と兄と兄と私です。
The above sentence is said by the students when explaining the number of families, the strategy used to
replace the word number of people by repeating the word 兄と兄. The correct sentence is私の家族は4人い
ます。父と母と兄が二人と私です。
Data 3
A:どうして遅く来ましたか。
B:道に車がたくさんありますから。
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The above conversation is done when the student is late to class. The teacher asks "the student's reason
is late", student (B) replies by changing the exact sentence pattern 「道が込んでいますから.」 Means
"jam" to 「道がたくさんありますから」 meaning because "because of many cars". The sentence pattern
is correct, but by mistaken meaning, this is because the basic level student of the sentence pattern studied is
still limited, the above example the student uses the sentence pattern「 ~ に~が~あります。」
Data 4
A:お父さんの仕事はなんですか。
B:テープレコーダーやテレビを売っています。①
A:妹は?
B:幼稚園の生徒です。
A:母は?
B:服を作ります。②
A:お兄さんは?
B:海で魚を取ります。③
The above conversation when the lecture kaiwa asked about the profession of the family. In the
conversation above the student using paraphrase strategy is to replace the vocabulary that has not been
mastered/studied by example. As seen in the data 4①: テープレコーダーやテレビを売っています.
The vocabulary in question is the work of the father is 商人 (trader), students replace it with an
example:テープレコーダーやテレビを売っています(Sells tape recoder and television).
Data 4②:服を作ります. The vocabulary is a tailor(仕立て職人. 4③:海で魚を取ります. The
vocabulary in question is 魚師 (fisherman). The examples spoken by the student can be understood by the
speaker even though they are unaware of the professional vocabulary in the example of the data. However,
the paraphrase strategy they use can be understood by the other person.
4.3. Transfer Strategy
Data 5
A:~さんは趣味はなんですか。
B:小説を読むことです。
A:今まで何の小説を読んだことがありますか。
B:Laskar Pelangiの小説を読みました。
A:どうでしたか。
B:面白いand①よかったです。インスピレーションになりました②。
The above conversations are done during the course of the course. Students use a more mastered
language such as data 5 ①: and ("and" the sentence pattern that combines two adjectives), in vocabulary and
there are errors in the use of vocabulary and sentence patterns. The correct sentence is 「面白くてよかった
です.」 "Interesting and good".
Data 5②:インスピレーションになりました。The word inspiration is not a problem that is a
problem is the pattern of sentences used, the correct sentence pattern is「インスピレーションを受けまし
た。」"Get inspired”. So not all transfer strategies can produce the wrong vocabulary as in the 5② data, the
word inspiration used comes from English is also used by the Japanese.
4.4. Appeals for Assistance
Data 6
A:インドネシアの中で観光地が何が一番有名ですか。
B:そうですね。すみません、もう一度お願いします。①
A:インドネシアの中で観光地が何が一番有名ですか。
B:観光地はインドネシア語で何ですか。②
A:「Tempat wisata」です。
B:ああ、観光地がバリが一番有名です。
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The above conversations are done by the students when talking about the sights.Data 6 ① student B
seems less understanding student's question A, therefore student B uses sentence「もう一度お願いします
」.(Please again).
Then on the data 6 ② student B also do not understand the word 観光地, then student B asked again
using the sentence「観光地はインドネシア語で何ですか」(what is Kankouchi in Indonesian). The
strategy used by student B is the strategy of appeals for assistance, the strategy of asking for help directly or
indirectly. Student B uses this strategy by using sentence patterns that have been studied so that received
messages can be answered well
4.5. Mime Strategy
Data 7
When they asked to read「カメラ」
A:何と読みますか。
B: (do not know).すみません. (Shaking my head)
Questionnaire in data 7 above, asked by the teacher (A) to the student (B) at the start of a lecture as
the introductory stage (導入). Student B cannot answer in perfect Japanese, but student B uses mimic
strategy in the communication. If the above question and answer is verbally expressed by student B, then the
spoken sentence is 「すみません, わかりません」. Student B, using the strategy of mimic, because student
B does not master the word 「わかりません」 means "do not know".
Data 8
A:誕生日に家族に何をもらいましたか。
B:ううん。(pointed watch)もらいました。
A:ああそうですか。
Questionnaire in data 8 above, asked by student (A) to student (B) at kaiwa activity in class. Student
B cannot answer in perfect Japanese, but student B uses mimic strategy in the communication. If the above
question and answer is verbally expressed by student B, then the spoken sentence is 「腕時計をもらいまし
た」(udedokeiwomoraimashita). Student B, using mimic strategy, because student B does not control the
word 「腕時計」which means ‘watch’.
5. CONCLUSION
The findings are the learners already have passed the stage of mastery of simple-level linguistic
rules, so they have a tendency to pursue in various ways to make their message acceptable. The characteristic
of communication strategy they used are directly translated an utterance literally in the concept of their
mother tongue, and use those terminology in their mother tongue and English in Japanese utterance. The
reasons that influence the use of these communication strategies are that students' grammar and vocabulary
skills are insufficient to communicate in various fields as they are still in the early learning stages.
Related to the theory, the communication strategy that often used by students of the basic level of
Japanese language education program in Semarang State University are transfer strategy and paraphrase
strategy. The reason are the transfer strategy has characteristics that directly translate Japanese into a
language that is more controlled by students such as English. Meanwhile the paraphrase strategy is used by
students because it is easier to them to use some examples by said a simple vocabulary.
REFERENCES
[1] Tarone, Elaine, “Some Thoughts on the Notion of Communication Strategy - Faerch, Claus. & Kasper, Gabriele” in
Strategies in Interlanguage Communication, ed: Longman, 1983.
[2] Rubin, J, and Thompson, “Studying Learning Strategies-Wenden, A.L. & Rubin, J” in Learning Strategiesin
Language Learning,ed: Englewood Cliff Prentice Hall Regents, pp. 132-133, 1987.
[3] htp://nayyanrises.wordpress.com/2012/11/23/strategy-communication-in-the second- language learning
[4] Mahsun, “Metode Penelitian Bahasa: Tahapan Strategi, Metode dan Tekniknya”, Jakarta: Rajawali Pers, pp. 8,
2013.
[5] Brown, Douglas H, “Principles of Language Learning and Teaching”, New York: Pearson Education, 2007.
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BIOGRAPHIES OF AUTHORS
Lecturer at Department of Education Japanese, Semarang State University
Master of Japanese Language and Education
Research on Japanese Language and Teaching; Japanese Speaking; Japanese Culture
Lecturer at Department of Education Japanese, Semarang State University
Master of Japanese Language and Education
Research on Japanese Language and Teaching; Japanese Speaking; Japanese Culture