Development Of Language Skills Research Articles

Menyelami Integrasi Kurikulum untuk Penerapan TPACK dalam Pembelajaran Bahasa Arab

Curriculum integration is an important aspect in developing education that is holistic and relevant to the needs of the times. This study investigates the application of the Technology Content Pedagogical Knowledge Model (TPACK) in Arabic language learning which includes four skills: listening, speaking, reading, and writing. This research uses a qualitative approach with case studies as the main method of data collection. The research participants consisted of Arabic language teachers and students at high school. Data was collected through classroom observations, interviews with teachers, and analysis of curriculum documents. The results of the analysis show that the integration of TPACK in Arabic language learning can improve the quality of teaching and learning, as well as facilitate the development of comprehensive Arabic language skills. These findings indicate that the use of TPACK allows teachers to integrate technology with relevant curriculum and teaching strategies, thereby enriching students' learning experiences in achieving holistic Arabic language skills. The practical implication of this research is the need for ongoing training for Arabic language teachers in integrating TPACK in their learning to strengthen the quality of Arabic language education in high schools.

Congenital Cytomegalovirus-Related Hearing Loss.

Congenital hearing loss is a significant global health concern that affects millions of newborns and infants worldwide, posing substantial challenges for affected individuals, their families, and healthcare systems. This condition, present at birth, can stem from genetic factors, in utero exposures, infections, or complications during pregnancy or childbirth. The spectrum of congenital hearing loss ranges from mild to profound, impacting the development of speech, language, and cognitive skills, thereby influencing educational achievements, social integration, and future employment opportunities. Early detection and intervention strategies, such as newborn hearing screenings, genetic counseling, and the use of hearing aids or cochlear implants, are crucial for mitigating these impacts. This review article aims to explore the diagnostic approaches and management strategies for congenital cytomegalovirus-related hearing loss, emphasizing the importance of interdisciplinary care and the potential for technological advances to improve outcomes for affected individuals.

Study Abroad at Home: The Impact of a Multilingual and Multicultural Classroom Experience on Non-Native Medical Students’ English Language Skills Development

Study Abroad programs yield substantial linguistic advantages in addition to fostering academic and intercultural enrichment. Nevertheless, some students miss these programs due to financial constraints, academic commitments, or insufficient language skills. This paper reports the findings of a qualitative action research study that seeks to evaluate the impact of a multilingual and multicultural class, designed as a quasi-Study Abroad experience, on Hungarian medical students’ perceived English linguistic development by the end of the semester. Semi-structured focus group interviews were carried out with 42 Hungarian medical students at the end of the spring and autumn semesters of the 2021–2022 and the 2022–2023 academic years. The outcomes of the focus-group interviews indicated that the students had a positive experience studying in a multilingual and multicultural environment; their willingness to engage in English communication, along with an increase in self-confidence, was apparent, ultimately showcasing improved perceived proficiency in English communication skills by the end of the term. Creating an educational setting abundant in linguistic and cultural diversity and integrating multicultural project-based learning activities within the curriculum to simulate a quasi-Study Abroad experience represent methodological frameworks that could serve as pivotal models for shaping similar courses in the future.

Role of Digital Communication in Learning the English language

Digital communication technologies have transformed how people learn languages, especially English. This article looks at how these technologies help people learn English better. It covers various digital tools and platforms like social media, online forums, language learning apps, and virtual classrooms that create interactive and engaging learning experiences. By using these technologies, learners can access many resources, have real-time conversations with native speakers, and get quick feedback, making the learning process faster. The article also explores how digital communication affects the development of key language skills, such as listening, speaking, reading, and writing. The findings show the benefits of using digital communication in English language education, such as increased motivation, personalized learning experiences, and the chance to practice language skills in real-life contexts. However, it also discusses challenges like differences in digital literacy and the need for effective teaching strategies to get the most out of digital tools. Overall, this study highlights the important role of digital communication in modern English language learning, offering insights for teachers, learners, and policymakers to fully utilize its potential.

Improving Students’ Creative Writing Ability Through SCAMPER Technique

The acquisition of writing is considered one of the most fundamental targets of EFL learners. It is widely accepted that teaching and learning techniques are recognised as crucial factors contributing to learners’ development of language skills. The SCAMPER is an effective technique for promoting learners’ creative writing skills. The increasing number of learners of English as a foreign language has led to a number of intervention studies that have attempted to investigate the effect of the SCAMPER technique on the students’ creative writing. A small number of studies have focused on the SCAMPER’s influence on the EFL Iraqi university students’ creative writing. Hence, the main aim of this study is to examine the impact of SCAMPER intervention on improving EFL Iraqi university students’ creative writing. This study was a quantitative study which adopted the quasi-experimental design. Forty students were recruited. A pre-post writing test and a questionnaire were used to collect the data. This study showed that there is a statistically significant difference between the student’s performance in favour of the post test. The students also showed a positive attitude toward using SCAMPER technique to develop their creative writing. Furthermore, there were no statistically significant differences between the two sexes in their creative writing performance in both pre and posttests.

Applied English Listening Strategy on Vocational High School Students of Accounting Department

This research came with the problem of the type and level of the metacognitive, cognitive, and socio-affective listening strategy used by the eleventh-grade students at SMK Negeri 1 Baubau during the listening comprehension session of the English subject. These strategies were important for developing language skills and understanding in various contexts. They could be consciously taught and practiced to improve listening comprehension and communication skills. This research aimed to determine the type and level of metacognitive, cognitive, and socio-affective listening strategy used by the eleventh-grade students at SMK Negeri 1 Baubau during the listening comprehension session of English subject. This research applied a descriptive method to reveal the findings related to the listening strategies. Sixty-seven eleventh-grade students of SMP Negeri 1 Baubau were involved as the research sample. The result found that the students applied three types of listening strategies: metacognitive, cognitive, and socio-affective strategy, in which the metacognitive and the socio-affective were more highly used than the cognitive strategy. Furthermore, those three types of listening strategies obtained high levels of utilization. Accordingly, it was concluded that the students frequently used all strategies in learning English listening comprehension. Summarily, it was expected that by the high use of listening strategy, they were able to be contained in the instruction activity of listening comprehension to promote the students’ learning comprehension achievement.

Examining the Implementation of Situational Language Teaching (SLT) in the EFL classroom: A semi-systematic literature review

Situational Language Teaching (SLT) is well-known for its practical applications in second language teaching and learning, as it emphasizes the use of real-life situations and contexts. SLT has significantly influenced learners’ language skills since its inception. The need to analyze the implementation of SLT in the EFL classroom, arises with the need to examine the pedagogical methods and techniques used by teachers in SLT to foster English language skills, as well as students’ motivation to learn. This semi-systematic review examined four databases to provide an overview of the theoretical underpinnings of SLT and current studies with different methodologies, participants, and the efficacy of SLT in the development of EFL learners’ language skills, motivation and learning styles. The review provides an updated overview on SLT and its influence on the development of language skills of EFL learners.

Peran Sastra Dalam Pembelajaran Bahasa Indonesia

The focus of the discussion in this research regarding the role of literature in learning Indonesian and the importance of reading literary works in developing language skills can provide a deep understanding of how literature influences students' learning processes. The integration of literature in Indonesian language learning is still less than optimal. Therefore, efforts need to be made to optimize the role of literature. By optimizing the role of literature, it is hoped that learning Indonesian can provide maximum benefits for students. In this research, the author used a qualitative method through literature study. Literature has a significant role in learning Indonesian. Literary works can be used as a medium to develop language skills (listening, reading, writing, speaking), enrich vocabulary, understand grammar, and increase appreciation of literary works. Apart from that, literary learning also plays a role in instilling life values, building character, encouraging creativity, and increasing awareness of culture and diversity. Literature also encourages students' creativity and critical thinking, literature learning allows students to express their feelings about beautiful things.

Total Physical Response Approach In Language Skills Development In Early Childhood

Language is one of the most important developments in early childhood. Language is used to communicate with others. However, the language learned is not only the mother tongue, but also a foreign language. The development of language skills in early childhood requires the right approach in its implementation so that children easily recognize vocabulary. One approach used is Total Physical Response, where the method uses coordination of commands, speech, and motion so that all aspects of child development can be optimal. The purpose of this study is to describe the Total Physical Response approach in the development of language skills in early childhood. The research method used is qualitative descriptive type. The result of this study is the Total Physical Response approach includes several children's learning styles including visual, auditory, and kinesthetic or physical motion with various elements.

Research on Teaching of Reading Based on Krashen s Input Hypothesis in Senior High Schools

It is well known that reading teaching plays a vital role in English teaching in high schools, because it can not only improve students cultural literacy, but also promote their development of other language skills. According to the requirements of New Curriculum Standard of the Ministry of Education, students should have read more than 200, 000 English words before graduating from high schools. However, in traditional teaching mode, the teacher s teaching and the student s learning are not closely connected, so students reading ability can hardly be improved. Based on this phenomenon, the paper combines Input Hypothesis with English reading teaching in senior high schools, which aims to raise students reading interest and improve their reading ability, so that English reading teaching can be promoted at the same time. In this paper, the current problems in high school English reading are found out. To address the problems, the author gives some suggestions according to Krashen s Input Hypothesis, including teaching of various reading strategies and application of comprehensibility , relevance and interest , not grammatically sequenced and sufficient quantity principle. It is hoped that the advice can provide reference and guidance for English reading teaching in senior high schools.

Exploration of the Blended Learning Model in English Major Education at Private Applied Universities

The integration of the blended learning model in the curriculum of English majors at private applied universities is a strategic response to the evolving demands of higher education. This study explores the potential of blended learning to augment learning outcomes and the overall educational experience. By combining traditional classroom instruction with online learning tools, the model seeks to offer a more flexible and resource-rich environment that can foster student engagement and initiative, thereby promoting a well-rounded development of English language skills and cultural competencies. The research delves into the practical implementation of the blended learning model, examining how it can be tailored to meet the specific needs of English majors. It discusses the integration of technology into the curriculum, the importance of faculty training, and the creation of an interactive and personalized learning experience. The study also emphasizes the need for continuous assessment and feedback mechanisms to ensure the model’s effectiveness. Furthermore, the research highlights the importance of cultivating English talents with practical capabilities, innovative abilities, and an international perspective. It underscores the role of blended learning in preparing students for the global job market by providing them with the necessary language proficiency and cultural understanding.

COMPARATIVE ANALYSIS OF THE LINGUISTIC AND INTERACTIONAL FEATURES OF ENGLISH LEARNING WEBSITES

This study conducts a comparative analysis of the linguistic and interactional features of English language learning websites, evaluating their design, implementation, and effectiveness in language acquisition and skill development. The analysis shows that the effectiveness of these websites depends significantly on content accuracy, update frequency, and pedagogical approach. Through evaluating various websites, the study identifies key factors like user engagement and interactivity that contribute to their success. Findings indicate that the most effective websites are those with authentic, regularly updated materials and dynamic, interactive teaching methods. These websites support self-directed learning and meet diverse learner needs. However, many websites lack standardization and pedagogical soundness. The study highlights the necessity for comprehensive evaluations and the need for improved website design to enhance language learning experiences.

Content Analysis Of Textbook Evaluation: Assessing Everyday English For Hospitality Professionals

This study conducts a comprehensive content analysis of the textbook titled "Everyday English for Hospitality Professionals". Through the lens of textbook evaluation, the research aims to assess the effectiveness and suitability of the content in meeting the learning needs of professionals in the hospitality industry. Utilizing established criteria, the analysis scrutinizes the relevance, clarity, and practicality of the material, particularly in facilitating language skill development tailored to the demands of the hospitality profession. The findings of this study offer valuable insights for curriculum development and instructional material selection, contributing to the enhancement of English language learning experiences for hospitality professionals.

Capturing the situated, dynamic nature of EMI-lecture listening comprehension in real time

Abstract English-medium instruction (EMI) potentially offers pedagogical efficiency by simultaneously providing access to academic content and English affordances. EMI’s efficacy and effectiveness, however, remain unproven with questions concerning students’ language proficiency unresolved. As listening to lectures holds a central role in tertiary education and the development of language skills is founded on second-language listening ability, key concerns for stakeholders are knowing how much of an EMI lecture students can understand and what factors impact their lecture listening comprehension. Current methodologies used to capture listening comprehension data, such as tests, surveys, summaries, and transcript markings do not capture the idiosyncratic, volatile, and multifaceted reactions to aural text phenomena that learners encounter during a lecture. This study, therefore, uses an innovative foot switch mechanism to capture comprehension data in real time as students participated in an EMI lecture. These data were then used to guide a stimulated recall. The data showed learners failing to comprehend extensive sections of the lecture while deeper analysis identified sections of the lecture where issues concerning prior taught knowledge, top-down schema building, lexical, and bottom-up identification of sounds coincided for multiple learners. Extrapolating from these points of convergence, pedagogical recommendations are provided.

Kedwibahasaan Anak Sekolah Dasar dan Implikasinya terhadap Pembelajaran Bahasa Indonesia di Kelas IV

This research explores bilingualism among fourth-grade students at SDN 42 Buntu Sarek, focusing on Luwu-Indonesian conversations. Utilizing a qualitative descriptive method with observation, interviews, and documentation as data collection techniques, the study reveals the complex dynamics of bilingualism within and outside the classroom. Inside the classroom, students predominantly use Indonesian for formal interactions, while outside the classroom, Luwu language dominates informal social interactions. Environmental factors, including family, peers, and media, play a significant role in shaping students' speech patterns. The use of a mixed language has a positive impact on language skills development, enriching vocabulary. However, challenges arise in deepening proficiency in one language, leading to potential identity doubts, particularly in formal Indonesian contexts. Addressing these challenges requires educational strategies supporting understanding and language skill development in both languages.

Exploring the Impact of Artificial Intelligence (AI-based) English Games in Enhancing English Communication Skills among Indonesian L2 Generation Z

The role of artificial intelligence (AI-based) English games in enhancing English communication skills among Indonesian Generation Z (Gen-Z) for whom English is a second language (L2), is the main focus of this study. Questionnaires to collect data consisted of both open and closed-ended questions. Seventy-eight Indonesian Gen- Z from different parts of Indonesia participated, and provides a strong representation of the country. This study is aimed to address a gap in the present literature by directly engaging with game players and examining their perspectives and experiences with actual games that they play for enjoyment rather than games designed for educational purposes. The study’s findings show that English AI-based games significantly help respondents develop their vocabulary, improve comprehension, and acquire confidence in English speaking. The findings also indicate that English AI-based game learning is favoured over traditional methods. The respondents noted gaming's immersive and interactive aspect as beneficial to language acquisition and skill development. These findings emphasise the transformative potential of English AI-based games in language learning and advocate for their integration into educational frameworks to better fulfil the needs of L2 learners, particularly Gen-Z.

Conceptualising language MOOC diversity: The creation of a defined taxonomy through the analysis of course indicators

AbstractLanguage MOOC research has experienced a notable evolution from practice to conceptuality since its emergence as a subdiscipline of computer-assisted language learning. The versatility of the MOOC format for language learning has led to experimental designs that combine linguistic acquisition with other educational activities. This has been considered to be conducive to new ways of understanding how language learning occurs in LMOOCs, although there is no solid classification of LMOOCs subtypes to date based on course design. This study aimed to contribute to the conceptualisation of the field by creating a taxonomy for existing LMOOCs. Grounded theory strategies were adopted, so evidence was systematically collected to develop conceptual categories based on a thorough analysis process of the syllabus and short description of 432 courses. As a result, six LMOOC modalities emerged from the analysis: general language learning LMOOCs, LMOOCs for academic purposes, LMOOCs for professional purposes, LMOOCs focused on a specific language skill development, cultural-oriented LMOOCs, and meta-language learning LMOOCs. This study means a significant contribution to the LMOOC research field inasmuch as it is one of the first empirical-based attempts to broaden the definition of LMOOC.

Perkembangan Bahasa Pada Anak Sindrom Down : Tinjauan Pustaka Sistematis

Down syndrome is a common disorder. In Indonesia, cases of Down syndrome tend to increase every year. Down syndrome is a genetic disorder that causes children to have low cognitive and physical differences. One of the differences owned by down syndrome children is their language development. Therefore, this article was prepared to find out how language development in down syndrome children. This article was prepared using the systematic literature review (SLR) method, which contains how language development in children with Down syndrome, factors that affect language development in children with Down syndrome, and efforts that can be made to develop language skills in children with Down syndrome. This article explains that some Down syndrome children experience language delays, which are caused by genetic abnormalities and physical conditions such as a mouth cavity that is too narrow, a short palate, weak speech muscles and many more. To overcome language development in children with Down syndrome, several efforts can be made such as conducting speech and language therapy, and using the PECS method which has been proven effective in efforts to develop language in children with Down syndrome.

Unraveling Effects of AI Chatbots on EFL Learners’ Language Skill Development: A Meta-analysis

Unraveling Effects of AI Chatbots on EFL Learners’ Language Skill Development: A Meta-analysis

Identifying and addressing challenges in teaching English at SDN Mangunsari

English language teaching in primary schools provides an important basis for students’ language development. The development of English language skills in elementary school students is important. The primary goal of this study was to explore the challenges that teachers face when teaching English at SDN Mangunsari. The qualitative method was used in this study to identify and classify the specifics of challenges in teaching English. The researchers gather the data through a observation to identify and address challenges faced by teachers when teaching English at SDN Mangunsari. The collected data will be analyzed using the descriptive analysis method. The difficulties in teaching English at SDN Mangunsari include curriculum transitions, gaps generated by students of different ages within the same grade, and inconsistency caused by a lack of alignment between teaching and assessment. To overcome the challenges found at SDN Mangunsari when teaching English, transition English classes, cooperative learning, and consistent English teaching in all grades must be implemented. These strategies attempt to create a suitable learning environment and to make the English language topic more accessible at SDN Mangunsari.