Development Of Programming Languages Research Articles

A multi-faceted evaluation of the impact on students of an Australian university-wide academic language development program

In response to the ongoing need to support all students’ academic language development throughout their university studies, the academic language and learning team at an Australian university has established the Academic Language Development (ALD) program. This program screens all commencing students at the university and offers an innovative whole-of-institution approach to discipline-specific language development. The purpose of this paper is to report on a large-scale, long-term and multi-faceted evaluation of the ALD program, considering the impact of attending compulsory language development tutorials on 3922 students, the majority of whom were L2 users of English. Surveys have been carried out and data collected on academic language development, academic outcomes, student perceptions of their confidence, and other gains from attending the tutorials. A particular focus of this analysis is on the affective aspects of language development. In addition to developing academic language proficiency, the findings show that students benefited in multiple ways from the ALD program. Key themes emerged from the data around confidence, agency, and social connections, as well as a greater ability to navigate the university landscape. This paper offers an innovative approach to the evaluation of language programs that will be relevant to those teaching and researching linguistically diverse cohorts across faculties in higher education.

The Effectiveness and Transferability of a Block-Mode Discipline-Specific Academic Language Development Program.

To address the demands from their courses, students with insufficient language proficiency who cannot attend the standard subject-specific academic language development program are directed to an alternative discipline-specific program – the Language Development Tutorial in Block mode, at the University of Technology Sydney. This practice report evaluates the effectiveness of the alternative program, and the transferability of disciplinary learnings to a subject and assessment level. The findings reveal that most students were satisfied with the program and agreed that it had helped to improve their confidence, discipline-specific language and literacy skills, subject content understanding, and ability to complete their assessments. Students who completed the program were also more likely to achieve higher subject results than those who did not attend/complete it. The findings reinforce the need to provide alternative discipline-specific support where subject-specific support is not viable. More in-depth investigation in future iterations will improve the program’s impact.

Data Visualization Analytic for Understanding the Dynamics of Operating System Using Programming Language Paradigm

Evolution of Programming Languages lead to the emergence of new one while the old one slowly fade away. The choice of most developer on Operating System depends on the Programming Language to execute a project. This infer that there is a connection between Programming Languages and Operating System. Hence, this study proposes a data visualization analytic to observe the trend of programming language usages over the years and their effects on Operating Systems. Dataset containing the usage of Programming Languages and Operating System were retrieved from GitHub, Flourish and Stack overflow using text mining that employed regex techniques and Python was used to implement data analytic and visualization. Considering the first ten popular Programming Languages from 330,936 instances, our result similar to the result of other research output with Python leading the Programing Languages. The result of change over time of Operating System shows that Window OS is tending toward negative path while Linux OS and Mac OS are tending toward positive path. Also, Java and JavaScript are mostly used on Window OS, Objective C and Swift are mostly used on Mac OS and Python is mostly used on Linux. The overall results over the years showed that programmers are consistently shifting from Window OS to Linux OS and Mac OS

UPAYA PESANTREN MUHAMMADIYAH KWALA MADU LANGKAT DALAM MENINGKATKAN LIFE SKILL SANTRI

The challenges of Islamic boarding schools in the era of globalization and modernization are changing rapidly because of the urgency of these challenges. Although the intensity and form of pesantren are not the same as one another, this reality impacts the existence of the continuity of the pesantren, the role and achievement of the goals of the pesantren, as well as the public's view of this institutionalized education. This type of research uses a qualitative approach with a case study type at the Modern Muhammadiyah Islamic Boarding School in Kuala Madu Langkat, North Sumatra. Data collection techniques through observation, interviews, and documentation, as well as using qualitative analysis techniques. The results of this study conclude that the efforts of the Modern Muhammadiyah Islamic Boarding School Kwala Madu Langkat, North Sumatra, in improving life skills are pretty reasonable, namely, by carrying out three stages, namely 1) habituation, 2) assignment, 3) training with language development programs such as giving vocabulary, muhadtsah, muhadara, as well as activities that support extracurricular activities, namely Tahfidz al-Qur'an, calligraphy, sports, sewing and so on. These three stages are carried out with the characteristics and abilities of the students who want to be developed.

Evaluating the Efficacy of an English Language Development Program for Middle School English Learners

This paper reports the outcomes of an experimental evaluation of Direct Instruction Spoken English (DISE), an English language curriculum that focuses on developing English speaking, listening, and comprehension skills in English Learners (ELs). Twenty-nine middle schools in three states were randomly assigned to teach DISE Level 1 or their typical English language development program. Treatment teachers received two days of training and taught daily lessons. Project staff assessed 746 sixth and seventh-grade students with a proximal measure of English language proficiency and distal measures of language and oral reading fluency. Analyses of oral English language suggested differences between intervention conditions favored the DISE condition for students who began with lower English language proficiency and accumulated when taught over two years. Differences between intervention conditions were not observed after only one year of instruction and for students with advanced levels of English language proficiency. The findings suggest that an evidence-based English oral language program that included frequent teacher demonstrations and opportunities for students to practice speaking English may improve English oral language skills for middle school students. Supplemental data for this article is available online at https://doi.org/10.1080/10824669.2022.2045993.

Relational Agency of University Teachers of Chinese as a Second Language: A Personal Network Perspective.

Relational agency is pivotal for understanding how language teachers seek and utilize relational resources in different contexts and grow to be agents of change amid various educational challenges. This study explored how three university teachers of Chinese as a second language (CSL) enacted their relational agency to enhance their research capacity and sustain their professional development. Data on their personal network development was collected through concentric circle interviews, life-history interviews and written reflections over three months. Thematic analysis was adopted for iterative coding and interpretation of the data. The findings revealed that teachers’ personal networks provided them with value guidance, emotional support and academic support, which exerted differential levels of impact on them to make agentic choices and actions. The study suggests that personal network analysis may serve as a suitable theoretical lens to achieve a multi-layered understanding of relational agency. The study also calls for more efforts to create learning opportunities and spaces in the relational context for teachers to build their career as agentic academics in language teacher education and development programs.

Analysis of Linguistic Elements in the Textbook of Al-Arabiyyah Li An-Nasyi'in and Its Contribution to the Arabic Language Development Program

This study aims to determine the suitability of the contents in the Textbook of Al-Arabiyyah Li An-Nasyi'in with language elements and their contribution to the Arabic Language Development Program of the State Islamic University of Maulana Malik Ibrahim Malang. This research uses qualitative and quantitative approaches. Based on the data analysis that has been carried out, the results of this study indicate that 1) The percentage of the suitability of the Fonology, Morfology, Vocabulary, Listening, Speaking, Reading and Kitabah in the Textbook of Al-Arabiyyah Li An-Nasyi'in respectively is 25%, 85%, 75%, 30%, 55%, 35%, and 60%; 2) the percentage of the contribution level of the language element is 65.6% with the criteria of sufficient contribution.

Little Circle Arabic Learning (LCAL) To Improve Arabic Language Skills And Confidence/ Little Circle Arabic Learning (LCAL) Untuk Meningkatkan Kemampuan Berbahasa Arab Dan Kepercayaan Diri

Learning Arabic at the university level for non-language majors was still a problem, and it was still being developed. This research aimed to see how well the Little Circle Arabic Learning (LCAL) learning model worked in practice. Students majoring in Islamic Religious Education who are learning the native language at the University of Muhammadiyah Malang's Arabic Language Development Program (PPBA) were the subject of this study, which used a quantitative approach. The method of data collection were questionnaires and tests. While the data analysis used is descriptive quantitative to process the results of the questionnaire. The sample t-test is related to processing the test results. Based on the t-test results, this research indicates that the Little Circle Arabic Learning (LCAL) model effectively taught Arabic at the university level. There was also an increase in competence in students in terms of kalam, vocabulary, and translation. This LCAL learning model can also improve the ability to interact with teams in groups and the student's self-confidence. These components support students being able to speak Arabic.

Implementation of language development for children in daycare

Language development activities in daycare are essential because they can increase children's vocabulary. This study aims to determine how the process of implementing children's language development activities in daycare centres. This study uses the qualitative method. The data were collected by observing the language development of children aged 2-4 years at the Twin Course Daycare and interviewing six caregivers there. The study results showed that the implementation of language development in the Twin Course daycare centre was carried out well. It can be seen from how the teacher applies it in daily activities by reading stories, playing games that can stimulate children's language, listening to the radio, dancing, and responding to children. Therefore, research related to the effective implementation of the language development program can be studied further.

PEMBENTUKAN LINGKUNGAN PEMBELAJARAN BAHASA ARAB DI SEKOLAH TINGGI ILMU TARBIYAH AL-FATTAH (STITAF) SIMAN LAMONGAN

This study aims to determine the formation of an environment in supporting Arabic language learning at STITAF. It can be said that an environment that supports learning Arabic can improve the quality of language learning itself. One of the main strategies in strengthening Arabic that can be applied is to build a supportive learning environment by facilitating the language learning process to be more interesting and optimal. This research was conducted with a qualitative approach, data obtained from a series of observations, interviews, and documentation in the STITAF environment. The results of this study illustrate that there is a serious effort from the Tarbiyah Al-Fattah College of Sciences (STITAF) in Lamongan to strengthen Arabic language learning in the form of the Center for Language Development and Islamic Education (PPBK) for teaching Arabic with four Arabic language skills: istimak, kalam, qiraah and kitabah, which according to the author's view are quite successful in increasing students' interest in studying and mastering Arabic in a comprehensive manner. This study describes two aspects of strengthening and mastery of Arabic with language development programs and aspects of pesantrenan to animate the intellectuals of the STITAF academic community in the pedagogic, affective and psycho-motor domains. The PPBK institution is the driving force for achieving comprehensive mastery of Arabic in the STITAF environment in particular and other units under the auspices of the Al-Fattah Siman Lamongan Islamic Boarding School Foundation and for the general public.

Monitoring EMI Teachers to Assess their Progress in University Bilingual Programs

The implementation of a bilingual teaching program requires a series of actions concerning methodological training and language support for both teachers and students. The Bilingual Education Program at Escuela Superior de Ingeniería (School of Engineering, University of Cádiz, Spain) was approved by the Board of the School in 2014 with the aim of developing English-Spanish CLIL-based bilingual curricula for the various Bachelor degrees offered. Amongst the measures taken to implement the program, teacher training has been a priority, with monitoring being an essential part. Monitoring sessions have now been carried out for more than six academic years and have a double objective: gathering the teachers’ perceptions and beliefs regarding their role as EMI teachers and providing them with feedback as to their practice through class observation in order to fine-tune future language development and methodology programs. The goal of this paper is to show that monitoring sessions may serve as a valid tool for assessing the impact of in-service training on bilingual teaching. The results show that teachers have experienced remarkable progress by incorporating language awareness into their practice as EMI teachers, thus contributing to improve the language level of both their students and themselves, and by applying specific didactic strategies to make the learning process more dynamic, participatory, stimulating and creative.

Techniques of Monitoring and Evaluating the Quality of Language Program Development

Techniques of Monitoring and Evaluating the Quality of Language Program Development

STUDENTS’ AWARENESS OF LANGUAGE USE AND LANGUAGE KNOWLEDGE ON EFL LEARNERS

This research was conducted because the researchers found that there was a language development program where students were required to use English on certain days, that is monday and tuesday. Based on preminary research, the research found some problems that occur in the use of language and language knowledge in VIII class at Mts Sumatera Thawalib Parabek. There are: some students just talked without paying attention to the correct sentences and students rarely used English for communication or interaction. The design of this research was descriptive quantitative. The sample was collected from 57 students of VIII grades of Mts Sumatera Thawalib Parabek which used purposive sampling as the data was done by identfying the respondents’ responses. The result showed that the mean score of students’ awareness of language use has a good enough awareness which score is 58,74%. Furthermore, students’ awareness of language knowledge has a good awareness which score is 68,98%.

STRATEGI PENGEMBANGAN MAHARAH AL-KALAM SISWA DALAM MATA PELAJARAN MUHADATSAH DI MADRASAH ALIYAH ALKHAIRAAT KOTA GORONTALO

The purpose of this research is to describe (1) the development strategies of maharah al-kalam (students’ speaking skill) in Muhadatsah course at Madrasah Aliyah Alkhairaat Kota Gorontalo, (2) problems in the development strategy of maharah al-kalam (students’speaking skill) in Muhadatsah course, (3) the solutions to overcome problems in the strategy of developing maharah al-kalam (students’speaking skill) in Muhadatsah. This is a descriptive qualitative research using an educative approach. The data collection method were observation and interview. Strategy in developing maharah al-kalam (students’ speaking skill) in Madrasah Aliyah Alkhairaat, Gorontalo included eight strategies and exercises. The data sources were from the teacher, students, the principal and the leader of Islamic Boarding School. But, just a few students are able to speak arabic language and mastering مهارةالكلام (speaking skill) after they have class of المحادثة (conversation). Some problems are found variously, such as: (1) less of teacher of المحادثة (conversation) and it can be solved by adding some more professional teachers. (2) less of using arabic language in the teachers’ daily life that can be solved by making some written rules and instruction for all of the teachers and staff to speak arabic language in the school. (3) Obligating the students to speak arabic language wherever they are and give punishment to whom did not do it. (4) Realizing the program “Pemberantasan Buta Bahasa Arab” and provide dormitory for the students who live outside the school. And (5) making an innovative way about language development program by involving the students’ parents.

LEARNING ARABIC LANGUAGE WITH GENDER NEUTRAL INSIGHT AT MAULANA MALIK IBRAHIM STATE ISLAMIC UNIVERSITY OF MALANG

Arabic language actually contains sexism. Therefore, learning Arabic with a gender neutral perspective is absolutely necessary so that the alignments towards the Adam and the marginalization of the Eve can be straightened out. Research learning Arabic language with gender neutral insight at Maulana Malik Ibrahim State Islamic University of Malang is a library research. In addition, this also includes the type of qualitative research. The documentary method was chosen for data collection techniques. The contribution of learning gender-oriented Arabic language at UIN Maulana Malik Ibrahim Malang was explored through interviews and questionnaires. The data analysis technique used is qualitative data analysis with data validity methods in the form of participation, perseverance of observation, triangulation and adequacy of references. Gender-based Arabic learning in the Special Arabic Language Development Program (PPBA) and Arabic education department includes: Learning planning process, Teaching and learning interactions, Class management and the use of gender responsive language and Arabic learning with gender-neutral insight in the Special Program for Arabic Language Development (PPBA) and the Arabic Education majors as a whole have a positive impact.

Implementing an Enriched Language Development Program for Learning Support Students

This article describes how middle school students who qualified for learning support performed in an enhanced language development program known as Word Generation (WG). Word Generation is a cross-curricular language development program designed to improve students’ overall literacy skills by focusing on deepening students’ knowledge of academic language. This study was guided by the following question: How does an enhanced language development program influence students’ vocabulary learning and broader literacy skills? Students demonstrated statistically significant positive differences on the pretest/posttest vocabulary knowledge assessment and maintained that learning on a delayed posttest. Engagement with the WG materials positively influenced students’ abilities to interact with complex texts, engage in effective discussions, and construct influential argumentative essays. The findings show promise for incorporating multifaceted vocabulary instruction such as Word Generation into middle school classrooms with students who struggle with reading.

Implementing an Enriched Language Development Program for Learning Support Students

This article describes how middle school students who qualified for learning support performed in an enhanced language development program known as Word Generation (WG). Word Generation is a cross-curricular language development program designed to improve students’ overall literacy skills by focusing on deepening students’ knowledge of academic language. This study was guided by the following question: How does an enhanced language development program influence students’ vocabulary learning and broader literacy skills? Students demonstrated statistically significant positive differences on the pretest/posttest vocabulary knowledge assessment and maintained that learning on a delayed posttest. Engagement with the WG materials positively influenced students’ abilities to interact with complex texts, engage in effective discussions, and construct influential argumentative essays. The findings show promise for incorporating multifaceted vocabulary instruction such as Word Generation into middle school classrooms with students who struggle with reading.

Problematika Pembelajaran Kitabah dan Tarjamah di Madrasah Ibtidaiyah

The Arabic language is one of the competencies that must be mastered by the elementary school (Madrasah Ibtidaiyah/MI) students. However, in the course of learning Arabic, there are still various learning problems, especially in writing and translating Arabic. Speaking about the problem of learning Arabic, which was the object of research, the writers hoped to solve that problem or at least could reduce the gap. This study aimed to describe the learning patterns of writing skills and the ability to translate Arabic in MI, problems and find the right solution to support the learning of writing skills and the ability to translate Arabic in MI involving all components in the school, namely teaching materials, teachers, the principal's learning and policy process. This research is a qualitative study using descriptive-qualitative methods. The data used include two things, namely primary data and secondary data. Data collection technique was in the form of documentation. The researchers were trying to collect data relevant to learning Arabic in MI systematically, which were then analyzed by theory. The data analysis technique used grounded research in which the researchers analyzed the data and existing problems with the theory used. This research takes focus on the students of Class V Madrasah Ibtidaiyah Al-Jihad Karanggebang Jetis Ponorogo. Based on the data analysis, it was concluded that learning to write and translate Arabic in MI had been going well. However, there were still problems including lack of student interest, students' negative assumptions about Arabic, and students who were still at the level of reading (iqra'). Teachers' efforts in overcoming these problems included familiarizing students with the Arabic vocabulary (mufrodat) used in learning materials through the translating method and extra activities in the form of Foreign Language Development Programs.

The Examining Philosophical Foundation of Children Language Development Program Based on 2013 Curriculum

The theory of early childhood education aims to expose and research the complexities of child education. The goal of the study was to define the philosophy of the Language Development Program based on the 2013 Early Childhood Education Curriculum. Data collection techniques in this study used direct observation and recording methods in the Lesson Plan in Language development program based on 2013 ECE curriculum, based on predetermined categories. Data sources in this study were all information written in the children's language development program which was prepared in accordance with the 2013 curriculum. The data will be analyzed by Qualitative content analysis. The finding led to the discovery of the philosophical foundation of children language development program which are dominated by Progresivism.

Aligning assessment, technology, and multi-literacies

This article is premised on research that suggests there is a gap between technology use for teaching and learning and the technology used in assessment. Digital technology such as blogs, Facebook, Twitter, podcasts, and news feeds are increasingly used in teaching and learning. On the other hand, assessment is often only in traditional essay form and frequently via pen and paper. This article examines the complex nature of multimodal design and argues for assessment that has constructive alignment, which sets out the interdependence of learning outcomes, teaching, and assessment where all three are aligned as equal partners. The aim of the research described was to investigate whether teacher–learners believed there was alignment between learning outcomes, activities, and assessment that utilized digital media technology. This article presents findings from a small-scale case study that drew on qualitative data from Student Evaluations of the Paper and from online surveys from four cohorts of participating teachers in a postgraduate adult literacy, language, and numeracy professional development program. There were three important findings from the data that indicated the importance of firstly having alignment of digital technology and course design outcomes, activities, and assessments and that this was clearly visible to the participants. The second finding indicated the content was relevant to the teacher–learners and involved them in constructing their own learning through authentic and practical activities and assessment. The third finding indicated that course outcomes, activities, and assessment tasks were aligned with multi-literacy skills. It is argued that academics design courses that are constructively aligned connecting learners with outcomes, activities, and assessment, which include an explicit focus on teaching the multi-literacy skills required in a world that is becoming increasingly digital.