Sebanyak 27 item atau buku ditemukan

The Effects of Peer Interaction, Form-focused Instruction, and Peer Corrective Feedback on the Acquisition of Grammar and Vocabulary in L2 German

The grammar and the lexicon are fundamental elements of any language. In the context of a second language (L2), mastery of grammar and lexicon are critical for the purpose of comprehensibility (e.g., Saito, Trofimovich, & Isaacs, 2015), yet they are highly complex systems and therefore typically present difficulty to L2 learners at all stages of proficiency. In communicative and content-based L2 classrooms, teachers can address this issue by providing learners with form-focused instruction and corrective feedback on grammatical structures and vocabulary during interactions that are otherwise primarily focused on meaning. In the context of peer interaction within communicative and content-based classrooms, however, learners typically focus almost exclusively on meaning and rarely shift their attention to linguistic forms (e.g., Adams, Nuevo, & Egi, 2011). Consequently, peer interaction is a useful pedagogical intervention for the purpose of fluency development, but not necessarily for the purpose of linguistic accuracy (Sato and Lyster, 2012).The goal of this dissertation is to explore the effectiveness of form-focused instruction and peer corrective feedback to improve linguistic accuracy and thereby maximize learning opportunities during peer interactions that focus primarily on meaning. The study used a mixed-methods design to collect both quantitative data that provided information on the effectiveness of the intervention and qualitative data to gain insights into learners beliefs about the intervention. Two experiments were conducted: The first one was designed to promote the acquisition of grammatical structures and the second to promote the acquisition of vocabulary.In experiment 1, 87 third-semester learners of German were assigned to a PI group (peer interaction only), PI FFI group (peer interaction and form-focused instruction), or PI FFI CF group (peer interaction, form-focused instruction, and peer corrective feedback). During an instructional treatment over three consecutive class periods, participants in all three groups engaged in the same peer interaction activities that revolved around the city of Munich. However, only the PI FFI group and the PI FFI CF group received form-focused instruction on the grammatical target structure, the German present perfect tense, which includes auxiliary verb selection and past participle formation. Critically, only the PI FFI CF group was trained to provide corrective feedback to peers. A pretest and two posttests measured the effectiveness of the intervention, all of which included an oral production task and an error correction task. Results showed that the PI FFI group outperformed the PI group on all of the four auxiliary measures, but on none of the four past participle measures, whereas the PI FFI CF group outperformed the PI group on all auxiliary measures and two past participle measures. The PI FFI CF group outperformed the PI FFI group on one past participle measure, but on none of the auxiliary measures.In experiment 2, 77 third-semester learners of German were assigned to one of the same three groups as in experiment 1 and engaged in peer interaction activities that revolved around the discussion of the movie Almanya Welcome to Germany during an instructional treatment over four consecutive class periods. Only the PI FFI group and the PI FFI CF group received form-focused instruction on vocabulary relevant to the movie, which were 25 German nouns along with their gender and plural forms, and only the PI FFI CF group received training on how to correct peers vocabulary mistakes. Results from a pretest and two posttests showed that both the PI FFI and the PI FFI CF group outperformed the PI group on seven of eight measures assessing productive and receptive vocabulary knowledge, as well as knowledge of grammatical gender and plural forms. The PI FFI CF group outperformed the PI FFI group on three of four measures of productive and receptive vocabulary, but on none of the four measures of grammatical gender and plural forms.Overall, the findings of the two experiments suggest that peer interaction was most effective when combined with form-focused instruction, and even more effective when peer feedback training was also provided to learners, suggesting that peer corrective feedback is a useful pedagogical intervention in foreign language classrooms. These findings are complemented by qualitative data from semi-structured interviews, that showed learners held positive beliefs about peer interaction and peer corrective feedback, regardless of the treatment group they had been assigned to, although learners from the PI and the PI FFI group were more likely to withhold peer corrections due to social considerations. Qualitative data further showed that the noticing of mistakes, as well as peer corrective feedback, was most likely to occur in the PI FFI CF group. These findings are discussed within the context of the interaction approach (Long, 1983a, 1996; Gass & Mackey, 2015) and the noticing hypothesis (Schmidt, 1990, 2001). Pedagogical implications for foreign language learning in classroom environments are also discussed.

The grammar and the lexicon are fundamental elements of any language.

Prosedur ujicoba pakar dan model pembelajaran entrepreneurship 1.0 berbasis experiential learning

Classroom action research : ujicoba model pembelajaran entrepreneurship 2.0 berbasis experiential learning

TEORI MODEL PEMBELAJARAN BAHASA INGGRIS DALAM SAINS

Pemahaman dasar-dasar teori model pembelajaran bagi masyarakat umum dalam tuntutan akademik dirasa masih tinggi. Dengan terbitnya buku teori model pembelajaran bahasa inggris dalam sains ini, dirasa akan sangat membantu para mahasiswa, guru serta calon Guru dalam memperoleh gambaran secara umum mengenai teori yang diguakan dalam melakasanakan proses pembelajaran, serta memperdalam dan memperkaya ilmu pengetahuan secara luas. Selain itu buku ini juga dapat menjadi buku pedoman bagi para mahasiswa dalam menyelesaikan tugas-tugas yang diberikan oleh dosen yang berkaitan dengan penelitian menggunakan model pembelajaran.

Dengan terbitnya buku teori model pembelajaran bahasa inggris dalam sains ini, dirasa akan sangat membantu para mahasiswa, guru serta calon Guru dalam memperoleh gambaran secara umum mengenai teori yang diguakan dalam melakasanakan proses ...

Yuk, Kenali Imunisasi!

Seri Komik Apoteker Cilik

Komik Apoteker Cilik berjudul Yuk, Kenali Imunisasi ini merupakan salah satu media edukatif bagi masyarakat, khususnya anak-anak SD -SMP, untuk memahami dan menyadari informasi imunisasi yang tepat. Selain meningkatkan pengetahuan dan keterampilan anak dalam bidang kesehatan khususnya pengetahuan tentang imunisasi, komik ini dapat mendukung kaderisasi apoteker cilik yang terintegrasi dengan program Usaha Kesehatan Sekolah. Dengan kemasan ilustrasi komik berwarna yang menarik, pembaca dikenalkan pula dengan beberapa istilah imunisasi dan sejarah dan proses pembuatan imunisasi yang belum banyak diketahui oleh masyarakat umum.

Komik Apoteker Cilik berjudul Yuk, Kenali Imunisasi ini merupakan salah satu media edukatif bagi masyarakat, khususnya anak-anak SD -SMP, untuk memahami dan menyadari informasi imunisasi yang tepat.

Filsafat Ilmu

Di dalam buku ini menyajikan konsep dasar tentang filsafat ilmu, arah pemikiran sebuah filsafat ilmu, dan ranah kajian filsafat ilmu yang meliputi 3 pokok hal yaitu ranah ontologi, ranah epistimologi, dan ranah aksiologi. Selain itu, belajar filsafat juga terdapat sarana-sarana untuk berpikir secara ilmiah seperti logika, bahasa, statistika, dan matematika. Filsafat ilmu yang berusaha menelaah ilmu secara filosofis dari berbagai sudut pandang ilmiah, maka peran seorang ilmuan dalam mengembangkan ide dan gagasannya tidak lepas dari penilaian secara etika dan moralitas. Adanya tanggung jawab seorang ilmuan menjadi jalan berpikir bagi setiap orang untuk senantiasa memberikan analisis dengan sikap kritis dan evaluatif. Analisis tersebut tentunya harus berdasarkan kriteriakriteria ilmiah, sitematis berpangkal pada metode ilmiah, analisis obyektif, etis, dan filsafati. Materi-materi tersebut didukung dengan contoh-contoh penerapan filsafat dalam kehidupan sosial. Hal ini bertujuan untuk mengaplikasikan konsep dasar filsafat ilmu yang dialami oleh manusia, baik secara individu maupun sosial. Penulis menyadari bahwa dalam buku ini masih jauh dari kesempurnaan. Pada kesempatan ini pula penulis menyampaikan ucapan terima kasih kepada penerbit Deepublish yang telah berkenan menerbitkan buku ini. Untuk meningkatkan kualitas secara isi dan penyajiannya, penulis mengharapkan saran dan kritik positif dari pembaca sebagai bahan perbaikan pada penerbitan yang akan datang

Filsafat ilmu yang berusaha menelaah ilmu secara filosofis dari berbagai sudut pandang ilmiah, maka peran seorang ilmuan dalam mengembangkan ide dan gagasannya tidak lepas dari penilaian secara etika dan moralitas.