One of the teachers' efforts to improve students' interest in English is learning English through games. The learning process by playing games can provide more interactive English learning atmosphere so that it is expected to improve the ability of students in vocabulary development. Learning through games can provide several benefits. First, what is learned by students is not only in the form of mere knowledge of reason but experienced in real terms; such experiences are difficult to forget. Second, the lessons provided are pleasantly accepted, because they are related to the nature of the game which is entertaining and joyful. Thus, the possibility of student rejection of what is taught can be minimized. Third, because the game is fun, playing at the same time generates great interest for students about certain things or topics. Based on the reasons, it is expected that through these fun activities that is games; students' interest in learning English can be improved.
<p>In the ecolinguistic view, the relationship between human and nature (ecology) produces a variety of languages (linguistics). Language and environment are two things that influence each other. Change in language, both in the lexicon or grammar, cannot be released from changes in the natural and social environment. On the one hand, environmental changes have an impact on change in language, and on the other hand, the community behavior towards their environment influenced by the language they use. Thus, the dynamics of the existence of the lexicon are affected by changes in the environment of a place the language used. The results of this study prove that there is relationship between language and nature. There are 6 lexicons which be explained in this article.<strong> <em>Horbou</em></strong> <strong>or buffallo</strong> and <strong><em>Dekke</em> or fish: goldfish </strong>are lexical items representing fauna. <strong><em>Boras Sipir ni Tondi </em>or Rice and <em>Demban or Sirih or</em></strong> <strong>betel leaf<em> </em></strong>are lexical items representing flora. And to the lexical items which representing social environment are <strong><em>Ulos</em> or Woven Cloth and <em>Tortor</em></strong> <strong>or Traditional Dance</strong>. The six lexical items which are representing natural (two for fauna and flora respectively) and social environment (two lexical items) contain cultural terms in Batak Toba language. Because it is a cultural term, then it cannot be separated from the history of Batak people. The cutural terms then will be analyzed and compared to the present life in Indonesian culture in general. It could have similarities or even differences to the present life in Indonesia.</p><p> </p>
Penelitian ini mempelajari keyakinan epistemologis dan konsep belajar mengajar mahasiswa calon guru TK di Universitas Negeri Medan serta hubungan kedua variable tersebut. Sebanyak 154 mahasiswa program studi pendidikan guru anak usia di Universitas Negeri Medan dijadikan sampel pada penelitian ini. Dua set kuesioner yang terdiri atas Epistemological Belief Questionnaire dan Teaching Learning Concept Questionnaire disebarkan kepada responden untuk mengumpulkan data keyakinan epistemologis dan konsep belajar mengajar. Analisa deskriptif digunakan untuk mengetahui keyakinan epistemologis dan konsep belajar mengajar responden. Ditemukan bahwa responden memiliki keyakinan epistemologis yang kompleks dimana keyakinan yang cukup kuat pada keyakinan kecapakan pemerolehan pengetahuan tidak berubah (innate/ fix ability), M=2.61; usaha belajar diperlukan pada pemerolehan pengetahuan (learning effort), M=4.27; sifat ilmu pengetahuan adalah pasti (certainty), M= 4.11. Penelitian ini juga menemukan bahwa konsep belajar mengajar mahasiswa calon guru lebih mengarah kepada konstruktivisme (M= 4.37). Sementara itu, ditemukan bahwa terdapat korelasi yang positif antara konsep belajar mengajar tradisional mahasiswa pendidikan guru anak usia dini dengan Kemampuan Turunan (r = .385, p<0.01), Pengetahuan Pakar (r= .226, p<0.01) dan Kepastian (r= .234, p<0.01), sedangkan korelasi yang positif ditemukan antara konsep konstruktivisme dengan Usaha Belajar (r = .427, p<0.01) dan korelasi negatif antara konsep konstruktivisme dengan Kepastian (r = -.363, p<0.01).
Studying English as a foreign language, makes learning English difficult to understand, coupled with grammar that is complicated and far different from our native language, Indonesian. The formulation patterns found in grammar usually have to be memorized by students, but most students memorize just to be able to answer questions in English lessons only. The formulation in grammar usually forms a monotonous pattern that is difficult to memorize. The activity of changing the formula contained in English grammar into words, sentences, and abbreviations that is unique and funny will form an antilanguage that can be created by students in accordance with the creativity of each student. This research was conducted by using a qualitative approach, which examine the process of learning English grammar using anti-language method that took place for elementary students of grade V in SD Asisi Medan. This study also produced data on apperception, exploration, discussion and explanation of concepts, as well as the development and application of the antilanguage method for English grammar on elementary students of grade V in SD Asisi Medan. The data is generated through observations of student learning activities and teacher performance conducted during the learning of English grammar takes place. The description and summary of various conditions or situations that occur during the learning process in the classroom, then described in writing as a form of research results.
Studying English as a foreign language, makes learning English difficult to understand, coupled with grammar that is complicated and far different from our native language, Indonesian. The formulation patterns found in grammar usually have to be memorized by students, but most students memorize just to be able to answer questions in English lessons only. The formulation in grammar usually forms a monotonous pattern that is difficult to memorize. The activity of changing the formula contained in English grammar into words, sentences, and abbreviations that is unique and funny will form an anti-language that can be created by students in accordance with the creativity of each student. This research is an experimental study with a control and intervention group where the use of anti-language methods is carried out on a temporary intervention group in the control group, not given any treatment. Data collection using pretest and posttest was done to the intervention group and the control group. The data obtained were analyzed using univariate analysis and independent T-test. This research was also carried out using a qualitative approach, namely by examining the process of learning English that took place in class V of SD Asisi Medan in grammar material using the antilanguage method. This study produced data on apperception, exploration, discussion and explanation of concepts, as well as the development and application of the antilanguange method for grammar material in English subjects in Class V of Medan Asisi Private Elementary School. The data is generated through observations of student learning activities and teacher performance conducted during the learning of English subjects takes place. The description and summary of various conditions or situations that occur during the learning process in the classroom, then described in writing as a form of research results.
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