Language Learning In Schools Research Articles

Penerapan Model JIGSAW Memanfaatkan Teknologi Smart TV untuk Meningkatkan Kemampuan Menulis Teks Ulasan Kelas VIII di SMPIT Al-Irsyad Al-Islamiyyah Karawang

Indonesian language learning in schools requires the right learning model to maximize student learning outcomes. This study aims to determine the effect of applying the Jigsaw model utilizing smart TV technology in improving students' review text writing ability. This research is a quantitative research. The research method used was quasi-experiment with Nonequaivalent Control Group Design. The samples of this study were class VIII Gaza as the experimental class and class VIII Kuffah as the control class. The data collection technique in this study used a description test technique. The results showed that the application of the Jigsaw model utilizing smart TV technology had a significant effect on students' review text writing ability. This can be proven from the average value of the experimental class on the pretest 64.57 and posttest 87.39. While the average value of the control class on the pretest 38,91 and posttest 66,96. Based on the results of the N- Gain calculation, there is a significant effectiveness, namely the experimental class 65.01 which is quite effective and the control class 44.91 which is less effective. In knowing the significant difference, the difference test of two average N-Gain scores was conducted. The results obtained are the significance value (2-tailed) 0.005 <0.05, so it is stated that Ha is accepted, meaning that the ability to write student review texts with the application of the Jigsaw learning model is better than students who do the Jigsaw learning model.

Effects of instructional factors on students’ acceptance of and participation in flipped language learning

ABSTRACT Based on a systematic review of flipped learning (FL) instructional principles and the technology acceptance model, this study examined the effects of instructional factors on students’ acceptance of and participation in FL activities in learning Chinese as the native language. The participants were 2684 primary and secondary school students in Hong Kong. Two questionnaires were used to measure students’ perceptions of FL instructional design and implementation in their Chinese language classes and their acceptance and participation in FL activities. Descriptive analysis indicated that students perceived a moderately high degree of consistency between the design and implementation of FL activities in their Chinese language classes and the various instructional principles of FL. Students’ perceptions about FL were positive and their intention to use this new approach to learn Chinese was high. Structural equation modelling showed that the quality of FL tasks significantly and positively affected students’ perceptions about the usefulness, ease of use, and enjoyment of FL, which, in turn, indirectly influenced their intentional and actual use of FL. The findings provide insights for improving students’ acceptance of FL as a novel learning approach within traditional language learning in school.

Trilingual Supplementary Learning Material: Needs of English Learning Materials for First Grade Elementary School Students

One of the factors that greatly influence the ineffectiveness of language learning in schools is the limited resources, including textbooks, teaching materials, and other supporting tools needed for effective English learning. Therefore, supplementary learning materials are needed that can complement the lack of teaching materials in English Classes. As an initial stage in designing and developing supplementary learning materials, this research aims to conduct a needs analysis in two elementary schools to obtain an initial picture of the needs of teachers and students as a basis for designing supplementary learning materials. This research is a qualitative descriptive study. Data were collected by interviews and direct observation. Data from the interview were analyzed descriptively. Based on the results of the analysis, it is known that there are several problems, such as teachers’ difficulties in speaking English, students’ disinterest in learning English due to limited vocabulary, and lack of interactive learning activities. Therefore, additional trilingual learning materials are needed with three equivalent languages: English, Indonesian, and Balinese. Providing learning materials covering three languages and integrated with interactive activities and games is expected to be a more inclusive and effective solution for improving students’ language skills.

Utilising gamified formative assessment to support English language learning in schools: a scoping review

ABSTRACT Gamified formative assessment (henceforth GFA) has been suggested as having a strong potential to improve English language learning. However, most previous reviews have examined gamification or computer-assisted formative assessment (hereafter CAFA) separately and included diverse disciplines. Moreover, most relevant studies were found to be conducted in higher education and neglect younger learners. To address these gaps, this scoping review synthesised existing empirical studies to examine the implementation and effects of GFA for school-aged (preschool, primary and secondary school students) English language learners and to identify potential research avenues. This scoping review drew on 30 articles (35 interventions) from 2016 to 2023. The results indicated: (1) points and leaderboards were the most popular gamification elements in GFA; (2) immediate simple written feedback was the most common feedback type provided by GFA; (3) immediate GFA delivered through quizzes was beneficial to students’ academic performance in overall English language proficiency, vocabulary, and grammar; (4) GFA could enhance students’ learning satisfaction, motivation, and engagement. Despite the positive findings, it is important to note that some reviewed studies suffered from relatively weak methodology and theoretical foundations. Therefore, future theory-driven research utilising rigorous experimental and longitudinal methodology is needed to meaningfully extend the understanding towards the use of GFA for young English learners.

Improving the methodology for developing written competence in English based on authentic materials in the classroom

Globalization effects on every corner of social life and does foreign languages, especially English, which is very important in human practical and intellectual activities. This thesis attempts to illustrate the impact of authentic materials on English language learning in schools.

Semantics Study of the Indonesian Language Based on Vocabulary Learning in Schools Which is Integrated With Students Discourse Skills: Syllabus Development

This research aims to develop a level 6 syllabus for the Semantics course at the Indonesian Language and Literature Education Study Program. The study materials of the Indonesian Semantics syllabus were developed based on the scope of vocabulary, namely the basic concepts of semantics, meaning analysis, and the use of meaning. The syllabus development model was developed using the ADDIE model steps by adapting its three stages, namely analysis, design, and development. Data were collected by analyzing the curriculum/syllabus/PKPS, analyzing teaching materials, filling out questionnaires to analyze the needs of lecturers and students, analyzing learning activities/methods, syllabus design, and syllabus development and preparation. The syllabus development stage was followed by syllabus expert validation. The results of the data analysis were carried out with a quantitative qualitative description using the results of the pretest and post-test. Through the validation stage of the syllabus product by curriculum experts regarding curriculum aspects (Yes 100%) such as presentation of study materials (Yes 100%) and syllabus completeness (Yes 87.5%). Based on the implementation, the pretest results were obtained with a sample size of 30 students, the highest score was 95 while the lowest score was 55. This pretest data has an average value (mean) of 73 with a median value of 71.5 and a value that often appears (mode) 65. Meanwhile, the variance found was 111.9954 with a standard deviation of 10.58279. While the posttest results were found with the same sample, the highest value was 100 while the lowest value was 70. This posttest data had an average value (mean) of 87 with a median value of 86 and a value that often appears (mode) 90. Meanwhile, the variance found was 111.9954 with a standard deviation of 10.58279. While the posttest results were found with the same sample, the highest score was 100 while the lowest score was 70. This posttest data had an average value (mean) of 87 with a median value of 86 and a value that often appears (mode) 90. Meanwhile, the variance found was 80.39195402 with a standard deviation of 8.966156034. The Semantic Syllabus based on vocabulary learning in schools and integrated with students’ proficiency has been prepared as “very feasible” (96.85%) to be implied in the lecture process in the Indonesian Language and Literature Education Study Program. Thus, it can be stated that the development model of the Indonesian semantic syllabus based on vocabulary language learning in schools and integrated with student literacy applied to students shows a positive effect/improvement.
 Keywords: discourse skills, level 6, linguistic vocabulary, semantics study

THE IMPLEMENTATION OF CHARACTER EDUCATION TO SHAPE THE STUDENTS' LEARNING MOTIVATION TO LEARN ENGLISH

Implementing character education in elementary schools has become mandatory. Because apart from the rules, it is also the obligation of educational institutions to educate their students. This article aims to explore how character education can be implemented effectively in the context of forming students' learning motivation in English lessons. English is a foreign language that has a central role in the world of education. In line with current curriculum demands, English language learning in schools is expected to not only focus on increasing students' communication competence in English, but also have a positive impact in instilling and shaping students' character and fostering motivation in learning. The research method used is field research, qualitative approach, primary and secondary data sources, data collection techniques using observation, interviews, documentation, data analysis techniques include data reduction, data presentation, and conclusion drawing (verification). The research results obtained at SD Negeri 231 Palembang as an implementation of character education include: students are more enthusiastic and enthusiastic when learning English. In its implementation there are inhibiting factors including limited time and inadequate facilities

Instilling Character Values through Language Learning Based on Local Wisdom in Sidenreng Rappang Regency

This qualitative descriptive research aims to explain the application of local wisdom in language learning in schools, which includes methods and strategies, as well as curriculum design. The study also explores character values in language learning based on local wisdom and the effectiveness of local wisdom-based language learning in instilling character values in students. The research was conducted at SMA Negeri 1 Sidrap. Data was collected through interviews, participatory observations, and documentation techniques. The collected data was analyzed using thematic analysis methods, including Data Collection, Data Transcription, Data Codification, Categorization, Data Interpretation, and Drawing Conclusions. The findings of this study conclude that applying local wisdom in language learning in schools is highly effective in teaching language structure, vocabulary, and grammar through culturally relevant methods and strategies. Integrating local wisdom into the school language curriculum involves several strategies, such as incorporating local materials into the syllabus, collaborating with local cultural experts, utilizing local learning resources, and implementing project-based evaluation. Local wisdom-based language learning has proven to be effective in instilling character values such as cooperation, tolerance, honesty, hard work, responsibility, and justice.

Development of Wetland Environment Based Textbooks to Improve Critical Literacy Competencies

Based on rankings carried out by a number of international institutions, the literacy level of Indonesian students is still below the literacy level of other countries. Based on the research results, there are a number of factors that cause this. One of these factors is the need to provide quality textbooks for critical literacy learning. However, until now there have been no good textbooks designed to improve critical literacy competencies. Therefore, research into the development of this textbook was carried out. The development of this book is based on the land environment and critical literacy. In the development process the ASSURE model was used(analyze learners; state objectives; select (methods, media, and materials); utilize materials; require learners' participation; evaluate and revise). The results of the development obtained the following findings: the validation results from material and language experts obtained an average score of 89%, which means it is very feasible; the results of media expert validation obtained an average score92% which also means very feasible; and students' literacy competence before using this book was 59.64 and after using this textbook their competence became 79.47, which means there was an increase in literacy competence by 24.95%. The implication is that the textbooks resulting from this development need to be used in language learning in schools to improve students' critical literacy competencies.

Obstacles in The Bugis Language Learning Process in Pitu Riawa District, Sidenreng Rappang Regency

This research aims to explain the problems in regional language learning in schools. This type of research uses a qualitative descriptive approach in the form of a case study using data collection methods, observation, interviews and distributing questionnaires.The results of the research show that there are learning problems in the teaching and learning process, namely teacher problems, learning equipment problems, curriculum problems, and student problems. Teacher problems, namely teachers who teach not in accordance with their educational background, curriculum problems, namely the absence of a regional language curriculum, learning device problems, namely the absence of adequate learning devices, student problems, namely the emergence of student ideologies that consider the Bugis regional language as a backward subject, and consider regional languages as a frightening specter

BIAK LANGUAGE GREETINGS AND THEIR IMPLICATIONS FOR LOCAL LANGUAGE LEARNING IN SCHOOLS

The objectives of this research are to describe Biak language greeting words in terms of form and meaning and their implications for local language learning in schools. The method used in this research is descriptive qualitative method. To collect data, the techniques used are observation, listening technique and conversation technique. To analyze the data, the technique used is qualitative analysis technique which includes: 1) Data reduction, namely simplifying the data that has been collected. 2) Presentation of data, namely, presenting data before being simplified through data grouping. 3) Verification, namely checking the accuracy of the data that has been presented. Conclusion, namely drawing conclusions to answer research questions. The results showed: 1) Family greetings: kamam (father), awin (mother), ɛba (brother), ɛknik (younger brother); 2) Kin greetings: mansar (grandfather), insar (grandmother), mɛ (aunt), kabor (nephew), insos (niece), ɛbaya kabor (male cousin), ɛbaya insos (female cousin); 3) Non-relative greetings: /ambɛr beba/ someone who has a position and is older, younger, and so on, /manan wir (community leader), manan wir bɛba (traditional leader). 4) Common greetings: kamam (father), awin (mother), kabor (a man of the same age or younger), insos (a woman of the same age or younger). The implication of this research can be applied in local language learning in schools to better understand and appreciate local culture and grammar.

Improving the Legal Support of Linguistic and Cultural Aspects of Language Learning at School

The main objective of the study was to analyze ways to improve the legal support of the linguistic and cultural aspects of language learning at school. The key method used involved a combination of modern modeling techniques. The specific topic is legal relations for language learning. The novelty is a model of legal support. Legal regulation of education is a historically conditioned form of organization of the educational process, formed as a result of the gradual growth of the role of state institutions in the performance of regulatory functions and the development of social relations. The new requirements faced by a modern teacher, his training and professional quality, make it necessary to take into account the experience and the latest achievements of other countries in the field of educational policy, in particular, in the field of foreign language teaching, as well as to identify and overcome the negative ones. In the conclusions of the case, based on the results of the study, the key aspect of improving the legal support of linguistic and cultural aspects of language learning in school was characterized.

Digitalisasi Pembelajaran Bahasa Indonesia Berintegrasi Pendidikan Karakter

This article aims to analyze the integration of Indonesian language learning in schools that is related to language skills such as listening, speaking, reading, and writing with digitalization of learning that strengthens character education in students. Teachers have an important role in implementing character education to students. In this case, Indonesian language learning can be maximized with the variety of digital learning that can be utilized. In this case, teachers can maximize the basic competencies that can be integrated in strengthening character education can be narrowed down to religious values, national values, togetherness values, independence values, and integrity values. This article focuses on descriptive qualitative methods and literature studies from various relevant references regarding character education that can be integrated with Indonesian language learning at school. The results show that the basic competencies of class XI SMA can be integrated with the focused character education. Then, learning using digital technology can provide new things for teachers, students, and education units. This research focuses on the study of character integration by involving digitalization.

Students’ voices about English language learning in school and beyond

Abstract The research was carried out in a public secondary school with 16 to 18-year-old students in a context usually considered as an EFL one. The main goals were to discover what students said about learning English in and beyond the school and what led them to use English autonomously outside the classroom. A qualitative methodology was used. First, a questionnaire was proposed to 122 students to find out the uses of English outside the school; then, I selected students who were considered good learners of English by their teachers and who had learnt English only in secondary school and autonomously outside school. Based on that criterion, I investigated nine learners using a Facebook survey, two focus groups and learning logs. The idea of good language learners (GLLs) of English described by the teachers focuses on the relationship the learner establishes with the L2 and the external perceptions of what they do with it. On the other hand, GLLs do not share common features that can be generalized; every learner establishes a unique relationship with the L2 and uses varied and changing strategies. What GLL do share is an agentive approach to learning the L2 and a positive appreciation of its cultural artefacts. Learners mainly accessed these artefacts through ICTs working as learning affordances.

Language experiences, evaluations and emotions (3Es): analysis of structural models of multilingual identity for language learners in schools in England

ABSTRACT Researchers have traditionally relied on institutionally-defined, native speaker conceptions of linguistic competence to define whether or not individual learners are multilingual. However, to better understand the relationship between language and identity in the context of additional language learning, there is a need to widen the definition of multilingualism by including a larger repertoire of semiotic competences and a wider range of levels of linguistic competence. To date, little systematic research has investigated the relationship between different key variables influencing language learners’ construction of their multilingual identity (MI). Based on surveys completed by 1338 learners in seven secondary schools in England, this paper reports on a structural equation modelling of key latent variables influencing MI. The analysis suggests that MI is more strongly correlated with direct experiential contact with languages and with social interaction than with explicit beliefs about language learning. Similarly, the influence of parental beliefs is greater than those of teachers or friends. The paper also considers the significance of potential differences between EAL and non-EAL respondents and urban and rural school contexts. Having conducted SEM we offer support for our theorisation of MI as an outcome latent variable composed of three main components, namely, experience, evaluation and emotion.

The Moral Values in Jaka Tarub and Nawangwulan Folklore from Javanese Literature

The folklore of Jaka Tarub and Nawangwulan has a valuable role in the repertoire of literary works because it contains a lot of moral values. Jaka Tarub and Nawangwulan at the Babad Demak script reflected the moral value through their story. The story is also related to some history of regions in Indonesia, namely Grobogan, Magelang, Tuban, Kudus, and Jepara. This study aimed to describe the moral value of Jaka Tarub's text in the Babad Demak to be applied in language learning in schools, including elementary school, junior high school, and high school. This research was cultural-qualitative research with a folklore approach. The data sources were informants and documents, while the data were in the form of document data from the Javanese script, namely the Babad Demak. The researchers collected the data through narrative interviews and a literature study. To interpret the data, the researchers examined it from both a functional and a documented aspect. The results of this study contain moral values such as belief, religion, responsibility, honesty, disappointment, caring, and compassion. This research is necessary for Javanese cultural treasures because it introduces cultural treasures and teaches character values to maintain cultures like Jaka Tarub and Nawangwulan folklore.

Exploring the use of writing frames to teach and assess writing in English Additional Language learning in schools

The learning of writing is complex because it requires the development of cognitive and linguistic abilities. Effective teaching and learning of writing demand guided practice. The South African National Curriculum Statement Grades R–12 includes the Curriculum and Assessment Policy Statement (CAPS) for First Additional Language (FAL) teaching and learning. It introduces the use of question-prompt writing frames to learn writing in grade 4. In the second part of the grade 5 year, process writing is introduced as a writing frame that should be used when needed. From grade 7 to grade 12 process writing is implemented as part of the writing lessons. The education department adopted assessment for learning as a teaching and learning approach where feedback provides scaffolded learning. This theoretical paper argues that the writing frames used in the South African curriculum are inadequate to scaffold the learning of writing; furthermore, that the assessment of the writing skills of learners tends to focus on closed skills. The implementation of assessment for learning as an approach to teaching and learning is yet to develop fully to ensure successful scaffolded learning. Additionally, the writing frames introduced limit the teaching of a variety of writing genres and restrict the teaching of writing to western narrative and writing styles. The paper intends to demonstrate that the use of targeted frames appropriate to the writing task and outcome would improve writing learning and assessment.

PENINGKATAN HASIL BELAJAR SISWA SMP NEGERI 14 KOTA BOGOR TENTANG TEKS PROSEDUR MELALUI PENERAPAN MODEL PEMBELAJARAN MAKE A MATCH

IMPROVING THE LEARNING OUTCOMES OF JUNIOR HIGH SCHOOL STUDENTS ABOUT PROCEDURE TEXTS THROUGH THE APPLICATION OF THE MAKE A MATCH LEARNING MODELThis research departs from the phenomenon that occurs in the classroom that the low quality of Indonesian language learning can have an influence on student learning outcomes. Therefore, a teacher needs to consider a learning model that is in accordance with the learning material so that it can improve student learning outcomes. One of the learning models tested through this research is the Make a Match learning model. The research was carried out in class 7F of SMP Negeri 14 Bogor City in Semester I of the 2019/2020 Academic Year and aimed to (1) find out the Make a Match learning model can improve student learning outcomes about procedural texts, (2) describe the process of improving student learning outcomes about procedure text after applying the Make a Match learning model, (3) measuring the magnitude of the increase in student learning outcomes about procedure text after applying the Make a Match learning model The results of this study indicate that the application of the Make a Match learning model about procedure text in class 7F of SMP Negeri 14 Bogor before applying the Make a Match learning model had an average score of 68.94. When learning was changed by applying the Make a Match learning model, the average student learning outcomes increased to 78.24 in the first cycle and 86.12 in the second cycle. It was concluded that the application of the Make a Match learning model used by the teacher could improve student learning outcomes, therefore the researcher suggested that the application of the Make a Match learning model should be socialized and used in Indonesian language learning in schools within the Bogor City Education Office.

Growing up bilingual: language proficiency, social identities and competences of complementary school-attendees and non-attendees in the UK

The UK is linguistically rich but faces a reducing uptake of language learning in schools, as pupils feel more withdrawn and disinterested in learning an additional language to English. A key component in many linguistic minority communities to preserve their language is complementary schooling (CS), which has wide-ranging educational and societal implications. This study compared social developmental outcomes and patterns among bilingual children who attended CS and those who did not in London. A sample of 153 pupils aged 4–9 years was recruited including 73 across five CS settings and 80 across four state primary schools. Measures included strength of ethnic and national identities, cognitive, athletic and social competences, exposure and proficiency for each language, and family affluence (FA). Results showed that CS-attendees reported higher proficiency in HL, particularly in literacy, compared to non-attendees. Ethnic and British identities were positively associated with the respective language’s proficiency and exposure in both groups, while unique patterns were also observed. Regression models confirmed the unique contributions of HL and CS to ethnic identity, but age and FA were also significant predictors of English proficiency and social competencies. Findings indicate the supportive roles of CS and HL and identity development. Further considerations of these and other factors in subsequent research are discussed. Abbreviations: CS: Complementary School; EAL: English as an Additional Language; FA: Family Affluence; FAS: Family Affluence Scale; HL: Heritage Language; LEAP-Q: Language Experience and Proficiency Questionnaire; SES: Socioeconomic Status; SoIS: Strength of Identification Scale

Preparing I-Kiribati for the future: probing the English language research-policy nexus in Kiribati education in the South Pacific

ABSTRACT Histories of colonization conjointly with the current economic global climate have enabled English to become a dominant global language. The desire for citizens to attain English language proficiency on a nation-wide level is a common pursuit in developing countries, including the island nations of the South Pacific where English competency is viewed as invaluable to education and associated with promising futures. Despite the threat to their own indigenous languages, in Education, a strong emphasis upon English permeates the South Pacific islands through government agendas, policies, and into teaching practice. Confronted with preparing for imminent migration due to rising sea levels, the Kiribati government is striving to prepare its citizens for impending diaspora. This article reports a study of the research-policy nexus in English language learning in schools, in the context of the Micronesian nation of Kiribati. Critical analysis of two government English teaching policies that shape curriculum, identified that the research-policy nexus lacked sufficient clarity; characterized with undefined terms, some contradictory information and an unclear research base. Implications for improving Education policies, Teacher Education, and classroom English teaching practices are provided and the argument made that further research is warranted to strengthen English language learning policies in the South Pacific.