Interactive Dialogue Research Articles

PENINGKATAN KONSENTRASI SISWA DALAM MENGIKUTI SEMINAR DENGAN METODE DEMONSTRASI

Abstract
 The purpose of carrying out this activity is to increase the awareness of students of SMK N 1 Siatas Barita about the influence of promiscuity for the future. This research was conducted by making observations first then the observation data were collected to carry out seminar planning, then the educational seminar actions. The subject of this seminar is students of SMK Negeri 1 Siatas Barita. This activity is carried out in a day with 3 seminar sessions. Based on the Christian religious education seminar held at SMK Negeri 1 Siatas Barita, the application of the method is indeed able to increase student concentration by capturing the attention of students and thus students are able to see and analyze events that occur, even students are able to create ideas. Regarding the material for the "Say No To Promiscuity" seminar that was staged, this is evident from the interactive dialogue between the students and the moderator. The demonstration method in seminar activities or in the learning process cannot make the atmosphere fluid, but more than that the demonstration method can train students' concentration by inviting students to see, study, and compare the theory they get with the real situation, therefore Indirect demonstration methods also train students to have the ability to analyze an incident.

An analysis of teacher questioning practices in dialogic lessons

Despite growing evidence associating productive classroom dialogue with student outcomes, orchestrating dialogic interactions remains a challenging task for teachers. We argue that attention should be drawn to the quality of teacher questioning practices. Converting the dominant Initiation-Response-Feedback pattern from authoritative to dialogic is key. We follow lessons of 14 pre-primary and primary teachers in Cyprus, who participated in an innovative programme promoting dialogue. The coding of lessons from two time points suggest that, despite initial variation of questioning practices, there is a significant increase of dialogic invitations over time. Correlations between teachers’ dialogic invitations and relevant students’ responses demonstrates impact of teacher questioning practices. Theoretical and methodological contributions, as well as implications for teacher education are discussed.

Exploring Intercultural Capability on Indonesian Teachers of English: A Narrative Study

This paper presents a study on the development of Indonesian English as a Foreign Language (EFL) teachers’ intercultural capability in an overseas study program and its impacts on classroom English Language teaching practices. By using narrative inquiry as a research methodology, this study draws on the stories of two Indonesian EFL teachers’ experiences of intercultural learning during the master's degree program overseas. Data were gathered through semi-structured individual interviews with Indonesian EFL teachers who have completed Master of Teaching English to Speakers of Other Languages (TESOL) studies in Australia. Findings show that communication and cultural disequilibrium in an overseas study program plays a crucial role in the development of EFL teachers’ intercultural capability to enable them to develop their attributes from ethnocentrism to ethnorelativism. The findings also reveal that although the teachers become interculturally capable, the overseas study program does not necessarily contribute to their oral English skill development. As a further result, this study reveals that the development of the teachers’ intercultural capability affects their subsequent classroom English teaching practices in a way that they begin to employ dialogical communication and interaction by reflecting on their past experiences.

PENINGKATAN DIGITAL LITERACY COMPETENCIES SISWA/SISWI SEBAGAI SMART DIGITAL CITIZENSHIP MELALUI PENYULUHAN INTERNET SEHAT DAN AMAN DI SMPN 3 JATIAGUNG LAMPUNG SELATAN

The purpose of this counseling is to improve the knowledge and understanding competence and digital literacy of the students of SMPN 3 Jati Agung, South Lampung on the importance of access and adoption of healthy and safe internet technology. The method used is counseling by the resource persons in which there are, measuring information literacy skills, providing education and training, interactive dialogue and monitoring. The result of this study is that the participants' mastery of healthy and safe internet counseling material experienced a significant increase from the low score before the training, which was only 54%, increasing to 94% in the very good category. In general, the increase can be concluded as 40%. Mastery of this concept can be demonstrated by participants in interpreting the concept of smart digital citizenship in the world of education, introduction of healthy and safe internet programs, internet etiquette culture, and safe digital-based information retrieval.

Peculiarities of cognition the prelogical thinking in the process of psychoanalysis of visual presenters of the subject’s psyche

The article describes the peculiarities and possibilities of cognition of the pralogical thinking of the psyche in the process of dialogue-psychoanalytical interaction of a psychologist with a respondent in groups of active social-psychological cognition (ASPC). The fact of the preservation of informational equi­valents of the psyche under the conditions of its transcoding into thematically visualized forms of drawn and objectified self-representations is asserted. The paper summarizes the results of over forty years of analytical and professional training of psychologists for practical work. The purpose of the paper is to identify deviations of “Self” from the reality that are not controlled by the psyche, which reliably signal the subject’s personal problems. The objectification of the drawn self-representation process in ASPC groups contributes to the observation and research (in the dialogue interaction of the psychologist with the respondent), which has a mediated nature related to the objectivity of the psyche. This determines the accessibility and equality of opportunities for each ASPP group member in participation, in processing the results of self-representation, which helps to objectify the destruction of the psyche, which signal about their personal problems (deviations from reality for the sake of the interests of the “Idealized Self”). The main research method is the active social-psychological cognition (or rather, its transcripts), which is based on psychodynamic methodology. The general prerequisite for the implementation of the specified method is the process of objectification by the ASPC participants of their own psyche, followed by the analysis in the form of a dialogue between the psychologist and the respondent, with periodic intermediate and generalizing interpretative conclusions. The result of the study is the expansion and deepening of self-awareness by the ASPC participants, which catalyzes the leveling of the destruction of their psyche, generated by an internal stabilized contradiction (personal problem), which is subject to in-depth cognition on the objectified and accessible visual material, which results in psychocorrection. Conclusions. The effectiveness of a person’s participation in ASPC groups is based on awakening the self-preservation instinct due to strengthening the rationality of the logical thinking. Therefore, diagnostic and corrective cognition of the psyche by a future psychologist is extremely important for the development of their professional skills when helping other people.

Hubungan Tingkat Pengetahuan Karang Taruna Desa Tentang Cedera Otak Sebelum dan Sesudah Penyuluhan di Desa Pesisir Senggigi

Brain injury has the third largest prevalence of other injuries in Indonesia. Most brain injuries occur on highways as a result of motorcycling accidents. The only effective way to reduce the death rate from brain injury that occurs in motorcycle accidents is to wear a helmet. Cases of brain injury due to traffic accidents are often found in adolescents because of the lack of understanding of the importance of helmet use. Therefore, education is needed about the importance of using standard helmets when driving among teenagers. The counseling activity was carried out in one of the senior high schools (SMA) in Mataram with the dominant target of teenagers using motorized vehicles. The selected high school is SMA Negeri 2 Mataram. The method of implementing this counseling is by giving lectures on brain injury, the mechanism of trauma and brain injury and the importance of using standard head protective equipment (SNI helmets), playing videos about head trauma and interactive dialogue. The mandatory output that will be produced is in the form of research articles in the Unram Medical Journal. In addition, research results will be reported back to related fields as input and study material for traffic safety program activities in determining policies in planning, implementing, and evaluating programs as well as coordinating with related programs and sectors. The researcher will also provide a banner stand regarding the importance of using standard helmets for motorcycle riders at the activity location which can then be used as a medium of communication, information and education to the school students.

Penyuluhan Pentingnya Penggunaan Helm Standar Guna Menurunkan Angka Kejadian Cedera Otak di SMAN 2 Mataram

Brain injury has the third largest prevalence of other injuries in Indonesia. Most brain injuries occur on highways as a result of motorcycling accidents. The only effective way to reduce the death rate from brain injury that occurs in motorcycle accidents is to wear a helmet. Cases of brain injury due to traffic accidents are often found in adolescents because of the lack of understanding of the importance of helmet use. Therefore, education is needed about the importance of using standard helmets when driving among teenagers. The counseling activity was carried out in one of the senior high schools (SMA) in Mataram with the dominant target of teenagers using motorized vehicles. The selected high school is SMA Negeri 2 Mataram. The method of implementing this counseling is by giving lectures on brain injury, the mechanism of trauma and brain injury and the importance of using standard head protective equipment (SNI helmets), playing videos about head trauma and interactive dialogue. The mandatory output that will be produced is in the form of research articles in the Unram Medical Journal. In addition, research results will be reported back to related fields as input and study material for traffic safety program activities in determining policies in planning, implementing, and evaluating programs as well as coordinating with related programs and sectors. The researcher will also provide a banner stand regarding the importance of using standard helmets for motorcycle riders at the activity location which can then be used as a medium of communication, information and education to the school students.

The Contribution of the Non-Muslim Teacher to the Ideal Identity of the Islamic Primary School

In 2021, more than one million Muslims lived in the Netherlands, corresponding to approximately 5% of the total population. From the start of the first Islamic schools in the Netherlands in 1988, Islamic schools employed mostly non-Muslim teachers. How the identity of an Islamic school should be put into practice in the plural Dutch context is a regularly recurring topic of discussion. Many researchers and board members assume that the ideal identity of the Islamic school cannot be formed with non-Muslim teachers. They suppose that the ideal identity can only be shaped with Muslim staff. This article describes, on the basis of qualitative research among three non-Muslim teachers, how they can contribute to the development of the ideal identity of Islamic primary schools. This research shows that the contribution that non-Muslim teachers make to the ideal identity of the Islamic school can be very important. The presence of the non-Muslim teacher gives the pupils the opportunity to learn about religious diversity. The school becomes a training ground for dialogue and respectful interaction with each other. The results of this research are not only relevant for Islamic schools, but also, schools of other denominations can revise their view of the ideal identity and staff with a different worldview than the board of the school.

Teacher Actions: The Influence on Entrepreneurial Behavioral Characteristics of Students

Aims. This study aimed to identify the activities teachers from a Brazilian public higher education institution developed to analyze how these activities influenced undergraduate students’ entrepreneurial behavioral characteristics (EBCs). Method. The study applied a mixed method; the quantitative approach used the EBCs measurement instrument (Mansfield et al., 1987), analyzed with the Analytic Hierarchy Process (AHP), prioritizing the most important EBCs in the perception of 792 students. The qualitative approach implemented a semi-structured interview script and content analysis. This approach identified the activities teachers developed and characterized as distinct according to students’ perception and their relationship with the EBCs. Discussion. Thus, it was possible to identify that practical activities and those aimed at student autonomy, directed towards reality, with correlations between disciplines, and with interactive participation, dialogue, favorable environment and learning through experience, converge to developing the entrepreneurial characteristics of the students and are being carried out in the classroom. It was also found that commitment was the most evident characteristic. Conclusions. It can be concluded that the institution presents a promising scenario to develop entrepreneurial education. However, the activities currently carried out in the establishment are not efficient or sufficient since, at the same time, as the existence of entrepreneurial activities was proved, the students presented some unsatisfactory EBCs. Therefore, a longitudinal cut is suggested to analyze the EBCs and better understand the students’ evolution with the insertion of these practices in the classroom.

The Movement Between Agreement and Disagreement in Self Positions Through a Musico-Logical Metaphor.

In this article, I use a metaphorical concept in order to propose an interpretation for the dialogical relationship that occurs between I-positions in the human self. Metaphor is a useful tool for scientific production and its heuristic value has been demonstrated in several fields of knowledge. I claim a musico-logical metaphor to explain dynamic dialogic processes that occur when I-positions are in agreement or disagreement relationship. These dialogic processes are based on tension and release and, in a complementary way, can result in contradictory, tautological, or contingency relations between I-positions. These relations were categorized using concepts from Music and Logic, thus creating a theoretical model composed of metaphorical concepts. To provide evidence of how a musico-logical metaphor might contribute to the interpretation of relations between I-positions in the system of self, I discuss a case study of a rural worker and analyze how child labor marked his life trajectory throughout different moments. The musico-logical metaphor might contribute to dialogical processes understanding that occur at the border of the agreement-disagreement dyad in the system of the self, since this metaphor proposes to identify, from a cogenetic understanding, dialogic interactions between I-positions located in this border, thus transforming the agreement-disagreement dyad into a triadic agreement-border-non-agreement set.

Digital-Based Archives Management Training For Sub-District Employees and Village Appliances In The Telaga Jaya District, Gorontalo Regency

Telaga Jaya Sub-district is one of the sub-districts in the Gorontalo Regency which consists of 5 villages namely: Bulota Village, Buhu Village, Bunggalo Village, Luwooo Village and Hutadaa Village whose area conditions are in flood-prone areas need to be aware of various possible flood disasters that can occur. can destroy residential residents and government offices. One of the important assets to be saved before being hit by a flood disaster is assets in the form of archives in government offices. Implementation Method The method of implementing the activity is to provide an understanding of the management and storage of archives manually and digitally. Submission of material is carried out by resource persons and lecturers who are members of the team proposing community service activities. In addition, activities in the context of community service use two methods, namely 1) Lectures or counseling. In this method, lecturers or extension workers deliver material about Introduction to Archives and Digital Archives Training. On that occasion the participants were freed to ask questions with the material giver. The details of this method are an explanation of how to manage archives with a digital system. 2) Interactive dialogue, in this case participants are positioned as subjects who can provide reviews related to problems in archive management. This dialogue serves as brainstorming from participants to obtain input in the form of problems, aspirations, proposals, ideas and solutions. 3) The distribution of questionnaires before and after the implementation of the counseling (pretest and posttest questionnaires). The purpose of distributing this questionnaire is to get a comparison of participants' knowledge and insights about Archive Management.

Numeric work: The efforts of calculation actors to make numbers count in climate and energy policy

AbstractPolicy documents suggest that quantitative information is important in the development of climate and energy policy. This is supported by quantitative studies research into the use of numbers in governance, which tends to assume that numbers have sufficient epistemic authority to be used by policymakers because they are believed to be trustworthy since they are produced through mechanical objectivity. This paper questions such assumptions, by analysing the extent of extra-calculative work when providing numeric information to policymakers. We term such efforts numeric work and analyse the extent and content of such work based on interviewed experts who are engaged with calculating climate and energy issues in the context of policymaking in Norway. Numeric work shares features with the actor–network theory concept of translation but differs due to the dialogic interaction between calculation actors and policymakers that includes efforts to improve the transparency of calculation, which counters a complete black-boxing of calculation results.

Pragmalinguistic and sociopragmatic patterns of requestive acts in English and Italian: Insights from film conversation

This cross-cultural pragmatic study is centred on whether (in)directness (e.g. Leech, 2014) and social distance (cf. Brown and Levinson, 1987) have an effect on illocutionary modification of requestive speech acts. The latter effect has been addressed by accounting for a large-scale tendency towards the overt employment of intensifiers or mitigators, occurring as an intersubjectified surplus of meaning (Tantucci, 2021). The context of our enquiry is requestive behaviour in dialogic filmic interaction, as it bears acknowledged similarities with spontaneous interaction (Rose, 2001; Baños Piñero and Chaume, 2009). After collecting and annotating data from the Pavia Corpus of Film Dialogue (Pavesi et al., 2014), we designed a multifactorial corpus-based study and compared the requestive behaviour in English vs Italian interaction. We fitted a multinomial logistic regression model which showed that social distance and (in)directness significantly affect the use of mitigating vs intensifying strategies. We also discovered that such correlations seem to be relatively stable across the two languages: mitigation is normally used with high social distance and when requests are made indirectly. However, Italian is somewhat distinctive in the way intensifying modifiers are used among socially close interactants. We suggest that corpus-based analysis of modification strategies may also be extended to non-scripted speech. Such a research agenda would decisively contribute to advancing usage-based approaches to cross-cultural (im)politeness, as most of the methods deployed in this area to date are still confined to elicited and conjured up speech.

Vowel convergence does not affect auditory speaker discriminability in humans and machine in a case study on Swiss German dialects

In this study, we examined whether the convergence in interlocutors’ vowel acoustics leads to decreasing discriminability between interlocutors’ voices. Ten pairs of Grison and Zürich German speakers produced lexical items before and after dialogue interactions with evidence of vowel convergence in post-dialogue productions. In Experiment 1, native and non-native Swiss German listeners discriminated pairs of speakers whose speech was obtained pre- and post-dialogue. Results showed that listeners’ sensitivity (A’) was higher for native than non-native listeners, but comparable for pre- and post-dialogue recordings. The observed negative correlation between voice discrimination and the acoustic distance in formant space was mainly driven by a single speaker pair. In Experiment 2, the speaker recognition performance of an i-vector-based software was compared in pre- and post-dialogue speech. Results revealed no difference in the system performance between the two conditions. The findings suggest that vowel convergence does not compromise voice discriminability under the given experimental conditions.

How do dialogic interactions contribute to the construction of teachers' mathematical problem-solving knowledge? Construction of a conceptual framework

PurposeThe article presents the construction of a conceptual framework, which is rooted in mathematics education and in dialogic analysis. It aims to analyse how dialogic interactions contribute to constructing teachers' mathematical problem-solving knowledge. The article provides one example of this analysis.Design/methodology/approachThe networking between a content analysis framework (Mathematical Knowledge for Teaching Problem-Solving) and a dialogic analysis framework (Lesson Study Dialogue Analysis) is presented. This leads to the construction of indicators to quantitatively and qualitatively code our data: five meetings during one lesson study cycle of a group of eight Swiss primary teachers, working on the teaching of problem-solving.FindingsThis article does not present empirical findings. The developed conceptual framework is the result presented.Research limitations/implicationsThe presented framework allows modelling, on the one hand, the knowledge relating to the teaching and learning of problem-solving and, on the other hand, the analysis of interactions during a lesson study. The article does not contain the results of the research.Practical implicationsThe use of our framework can contribute to teacher educators' and facilitators' training by highlighting which types of intervention are favourable to the development of knowledge.Originality/valueOur analysis involves a “systematic coding” approach. It allows a fine-grained analysis of the interactions in relation to the evolution of knowledge. Such a systematic approach offers the possibility of questioning the coded data in various ways.

Intertextual Subtexts of Joseph Brodsky’s Elegy “You Will Return to Your Homeland. Well...”

The article offers an interpretation of Joseph Brodsky’s poem, rarely used for analysis, “You will return to your homeland. Well...” (1961). If traditionally Brodsky’s elegy in the intertextual aspect is considered as a “dialogue-repulsion” (A. Nesterov) with A. Vertinsky’s romance “Without Women”, then the work reveals other pretexts that at first glance seem alien to Brodsky’s love lyrics — these are texts of patriotic themes by S. Yesenin and M. Tsvetaeva. It is shown that Brodsky’s motive of homecoming is emphatically focused on “The Homecoming” and “The Soviet Russia” by S. Yesenin, in 1924, upon his return from America, formulated a sincere poetic confession in the extreme loneliness he experienced in his homeland (“My poetry is no longer needed here, / And, perhaps, I myself am not needed here either ...”). The prevailing idea of the dissimilarity of the poetry of Brodsky and Yesenin is questioned. The reference text of M. Tsvetaeva is the poem “The Homesickness. A long time ago...” (1934), as shown in the article, which served as an obvious prototype for “You will return to your homeland. Well...” The compositional structure of Tsvetaeva’s pretext with the dominant strategy of “affirmation through negation” determined the poetic organization of Brodsky’s elegy. It is argued that over time, the dialogic interaction of texts was accompanied by emotional and semantic recoding, the non-textual meanings in Brodsky’s poems grew.

‘Do you know a few words?’ – developing an evidence-based model to analyse multilingual classroom interaction

ABSTRACT In the field of applied linguistics, the use of multiple languages in educational settings has often been studied from a pedagogical perspective, focusing on teacher practices. In order for multilingual teaching pedagogies, such as translanguaging to reach their full potential, pupils should participate actively in classroom interaction and be stimulated to discuss different ideas, as in dialogic interaction (Alexander. 2008. Towards Dialogic Teaching: Rethinking Classroom Talk. Dialogos). The current study aims to explore multilingual pedagogical practices in primary education from an interactionist perspective and further develop a model of multilingual classroom interaction (Gajo and Berthoud. 2018. “Multilingual Interaction and Construction of Knowledge in Higher Education.” International Journal of Bilingual Education and Bilingualism 21 (7): 853–866) based on empirical analyses. Whole class conversations taking place in three Dutch primary schools participating in an Educational Design Research programme were analysed using a mixed methods approach. The analyses demonstrate discourse practices largely in line with monologic interaction and a rather limited and only symbolic use of other languages than Dutch. We discuss the use of the model of multilingual classroom interaction in primary education on a micro-level and the possible relationship between the use of multilingualism and pupils' participation in classroom interaction.

Ethnographic sibling research and language learning during the pandemic: Multimodal engagement in literacy and learning over Zoom

AbstractEngaging in ethnographic sibling research, my brother and I intended to contribute to the knowledge of a multilingual learner's literacy practices via Zoom. We discuss agency and negotiated interaction between the ethnographer and sibling‐participant. We examine data from field notes, interviews, and participant artifacts using a social semiotic multimodal framework to understand how an English as an Additional Language (EAL) Learner made meaning of L2 undergraduate content. We argue that the accessibility of semiotic and multimodal resources to the L2 learner can influence engagement with the L2 content. The study suggests sibling research provides a unique lens for uncovering learning practices that often remain hidden. My brother demonstrated active participation in learning by capturing and revisiting critical information and decoding texts with the support of his home language.

Upaya Badan Narkotika Nasional Dalam Penanggulangan Bahaya Penyalahgunaan Narkoba Bagi Remaja Di Kota Lhokseumawe Dengan Pendidikan Islam

Seeing the development of teenagers in the city of Lhokseumawe is now very alarming with the number of cases of drug abuse that are increasingly disturbing parents, even the abuse of shabu-shabu, marijuana and buying glue to inhale which is bought freely, therefore this research wants to examine in more depth, How to Efforts Lhokseumawe City National Narcotics Agency in Overcoming the dangers of drug abuse for adolescents in Lhokseumawe City, the type of research used is qualitative research with a phenomenological approach and data collection techniques through observation, interviews and documentation. The results obtained in this research, BNN has carried out prevention efforts through prevention, namely the dissemination of information through banners, billboards, banners, as well as counseling to villages with the Gampong Shine (Clean Narcotics) program. urine test, interactive dialogue through RRI radio, BNN greets (gampong tour program), both prevention through community empowerment, namely holding training and coaching as well as workshops on family resilience such as sewing training for young women and mothers, catfish cultivation for teenagers and gentlemen, thus the results obtained are that the Lhokseumawe City BNN has made maximum efforts in the form of prevention

Refugee-background students negotiating academic literacy practices in L2: a dialogical and nexus analytical approach

Abstract This study explored the academic literacies of multilingual refugee-background students who had completed some higher education studies before migrating to Finland. Previous studies have paid little attention to students like them. The research context is a pilot training programme integrating language and content studies. Applying dialogical and nexus analytical perspectives, the study investigated the sense-making processes of two key participants in a Finnish-medium accountancy course that formed part of the programme. The primary data, comprising interviews and video-recorded meetings between the students and their teachers and tutors, were analysed by applying dialogical interaction analysis and narrative analysis in a nexus analytical framework. The results show that the students actively tried to make sense of the target literacy practices. This was observed in negotiations related to the use of technology, norms on authorship and plagiarism, and autonomy in studying. The course was challenging for the students, possibly because their previous experiences and resources had not prepared them for what was expected of them either explicitly in instructions or more implicitly in institutional discourses. This article concludes that structures and practices can be exclusionary if no attention is paid to them and discusses ways of improving inclusiveness in higher education.