Language Skills In School Research Articles

PENERAPAN METODE BERCERITA UNTUK MENINGKATKAN KEMAMPUAN BAHASA ANAK USIA 5-6 TAHUN DI RA INSAN TAMAM PAMARAYAN KABUPATEN SERANG PROVINSI BANTEN

This study aims to improve language skills through the storytelling method. This is action research conducted in group B RA Insan Tamam Pamarayan, Serang District, Banten Province. The stages of this action research consist of planning, action implementation, observation and reflection. The subjects of this study were group B students RA Insan Tamam Pamarayan, Serang District, Banten Province who experienced language skills problems. The method used in data collection is a non-test method consisting of survey recordings based on observations and observation photos. The data percentage analysis method used in this study uses an arcieved 80 percent. The results of the analysis of the percentage of rally data by 71% percent are above the achievement indicator. Based on the increase in the percentage, the hypothesis can be accepted. Furthermore, it can be concluded that storytelling can improve language skills in RA Insan Tamam students. The implication of this research is that storytelling can be an alternative to language skills for early childhood students. The application of the storytelling method to language skills in schools is influenced by several factors such as the ability of teachers, school facilities and students. With the synergy of these factors students' language skills will increase optimally

Meningkatkan Bahasa Anak Melalui APE di Kelompok B2 TK Paud Terpadu Al-Madinah

The purpose of writing this article is to see how the initial language is improved by using educational games (APE). Action Research in AL-MAIDNAH INTEGRATED PAUD Kindergarten. This research is based on consistency in planning the action itself, observing and reflecting on educational institutions. The subjects in this study were children of AL-MADINAH INTEGRATED PAUD Kindergarten who had problems with language skills. The method used is to use a non-text method, accompanied by documentation and also photo documentation. The results obtained. APE can improve your child's language skills in kindergarten. The application of APE language skills in schools can be influenced by factors such as teacher competence, school facilities and children. The synergistic effect on the elements of children's language skills increases optimally.

PROBLEMATIKA PENCAPAIAN KOMPETENSI KETERAMPILAN BERBICARA SISWADALAM PEMBELAJARAN BAHASA INDONESIA

Learning language skills in schools does not only emphasize theory, but students are required to be able to use language as its function. Language skills in listening, writing, reading, and speaking are a component that cannot be separated from language activities. The ability to speak must also be able to analyze and ensure that what is said can be received appropriately by the listener. In fact, there are still various obstacles in speaking, both internal and external factors. Evaluation of learning to speak is still guided by speaking theory, not emphasizing speaking practice.

AN ANALYZIS OF ENGLISH NATIONAL EXAM: Test of English Proficiency for Student

The National Exam of 2019 is still one of the absorbed issues to discuss. The researcher brings the issue up because in a couple of years there might be no more National Exam since the new minister is more likely to believe that Exams are conventional so the issue of abolishing it is heating up again. The National Exam has become a standard evaluation made by the government for every school level. The English exam is an English proficiency test for students. Yet, the test consists of listening and reading comprehension only. The objectives of the study are to find out whether the questions tested are appropriate with the qualifications, criteria, and the goals of each competence. Then, the researcher analyzed the error of each question. The researchers applied the general method in assessing the English test referring to the Hakuta and Jacks (2009) guidelines. The researcher applied descriptive qualitative as the research design. The test is focused more on cognitive skills, especially in reading skills. The students are taught all four language skills in schools and are expected to be superior to all of them at least. The researcher finds some errors in the test such as the test directions are unclear. Then, the questions are compiled disorderly and the amount of questions for each language competence is not equal. The test is not appropriate with the language learning objectives and so does with the language mastery demands.

Feasibility and evaluation of Talk Boost KS2: A school-based programme for oral language skills in children with low-average communication skills in Key Stage 2

Oral language skills in childhood are known to predict literacy levels and academic performance. Identification of children’s low-average oral language skills in school is challenging when clear criteria for developmental language disorder are not met. There are few studies of targeted, school-based oral language interventions for the older child. This study aimed to investigate the feasibility of implementing and evaluating a manualized language intervention (Talk Boost KS2) for children aged between 7 and 9 years who were identified as having low-average oral language skills, as delivered by trained teaching assistants in mainstream schools. Twenty-one UK mainstream primary schools each selected eight Year 3 (7–8-year-olds) and Year 4 (8–9-year-olds) children with low-average oral language skills. School staff received training in a new manualized intervention, Talk Boost KS2. Schools were allocated to an Active Intervention (AI) or a Waiting Control condition (WC) condition. The final sample consisted of 162 children of which 87 were allocated to the AI condition and 75 to the WC condition. Progress in favour of the intervention was found on teacher ratings of speech, language and communication needs and on a Learning Behaviours Checklist but not on standardized language or reading comprehension tests. Parents of AI children reported improvements in communication and language skills. Teaching staff reported significant increases in confidence and knowledge in managing children with low-average oral language skills as a result of being involved in the intervention. The findings are discussed in relation to the imperative to provide practical language intervention tools as well as training and support for education staff in order to support children with low-average oral language skills in mainstream schools.

Can a teacher-reported indicator be used for population monitoring of oral language skills at school entry?

Purpose: Monitoring oral language skills at the population level would provide valuable data to inform policy decisions to better support children’s oral language skills in schools. The Australian Early Development Census (AEDC) is a teacher-rated population measure of early child development that includes a rating of children’s oral communication in the classroom (OCC).Method: This study evaluates the validity of the OCC indicator for population monitoring of children’s oral language skills, capitalising on data from two datasets: the 2012 AEDC cohort (n = 289 973) and a subsample of children from the Longitudinal Study of Australian Children for whom AEDC data were also collected (n = 720).Result: Construct validity was demonstrated by showing significant differences in OCC ratings between subpopulations of children who would be expected to differ in terms of oral language skills at school entry (e.g. children with a diagnosed speech-language impairment compared to those with no impairment). OCC ratings were associated with externally validated measures of language, suggesting convergent validity. No relationship was found between OCC ratings and physical health scores, indicating divergent validity.Conclusion: The findings support the use and interpretation of the OCC indicator as a tool for population-level monitoring of oral language in Australian school entrants.

The Promotion of Multilingualism in Albania: The Role of Italian Language at School and in the Work-Place

Languages have a very significant role in society, in economy, in the working place and in the political relationships among different countries. Multilingualism is a key element nowadays that not only facilitates communication but helps to move between cultures. This article aims to present the situation of multilingualism in Albania with reference to the promotion of language skills in school and their role on employability in the labor market by focusing on the Italian language as one of the best known and most popular languages among European ones that are spoken in Albania.Reforms in the curricula of the education system in Albania are conceptualized according to the education strategies of the Council of Europe and of the EU – where Albania aims to become a member state- and focuses on the promotion of multilingualism and multiculturalist education among the new generation. It is in such context that the teaching and learning of community languages became part of the curricula starting from the very first classes in the elementary school and adding to two the number of languages that are taught in this phase of education in addition to the mother tongue. In the course of secondary education there is assigned an important role to foreign language which are part of the curricula and of the maturity exam; meanwhile their importance is clearly confirmed during university studies and graduate studies. The practice in job recruitment provides evidence that the knowledge of languages increases considerably the possibilities and chances of success for those aspiring to find work in both public and private sectors. Knowledge of a foreign language (preferably English) is now one of the key requirements for participation in all competitions and job applications. In addition, the knowledge of multiple languages is a credit to those who participate in these contests. Even in the private sector the knowledge of languages has become a necessity both in the context of communication and trade with foreign companies and suppliers, and in the area of the work carried out on behalf of foreign companies that conduct their business in Albania. In conclusion, there will be shown that the Italian language occupies an important place in the system of education and training, as well as having a central role in the labor market, especially in the private sector, while taking into account the considerable number of Italian companies present on the territory of Albania and the intensity of trade and cultural exchanges between these two countries, Albania and Italy. DOI: 10.5901/ajis.2013.v2n9p130