This study analyzes the performance of Searle" speech acts in presidential inaugural addresses. Five presidential inaugural addresses taken as the samples of this study were analyzed using Searle"s speech act taxonomy and different distinctive features of illocutionary acts. The findings of this study revealed the frequency and comparison of the speech act performance. Each inaugural address possessed distinctive characteristics influenced by sociopolitical, economic, and historical situation of the countries. In addition, some commonalities in relation to the performance of Searle"s speech act taxonomy were also observed.
Text-based material is known to deliver merely visual messages, unlike audio-visual-media which offer both visual and auditory signals for learners to decode. Meanwhile, practicing English as a foreign language requires sufficient exposures to language input, both auditory and visual. In this study, principles of multimedia learning and multimedia processing for material design are chosen as its initial frameworks. Then, samples of practice material and media implemented in the researchers' EFL classes are discussed in the light of how multimodalities were accommodated. In this study, three classes of English for Specific Purposes used audiovisual media to offer more multimodal exposures in terms of learning contexts, target culture understanding, and language function practice. In reflection, it is concluded that audio-visual media provide promising potentials to empower teachers, engage and motivate learners, and eventually facilitate language learning.
Gerakan Literasi Sekolah sudah dicanangkan selama beberapa tahun oleh pemerintah. Namun dalam pelaksanaanya, program ini tidak lebih sebagai usaha penyediaan bacaan bagi para siswa di pojok baca atau perpustakaan yang tidak terintegrasi dengan pelajaran. Kegiatan ini mengacu pada taksonomi kemampuan membaca dan skema 3P GLS (Gerakan Literasi Sekolah), dengan fokus pada Pengembangan dan Pembelajaran kemampuan literasi kritis para siswa lewat mata pelajaran Bahasa. Masukan dari para guru dalam program sebelumnya untuk lebih mendekatkan program membaca dengan pembelajaran, memfasilitasi pembelajaran jarak jauh dengan aktifitas pembelajaran yang bermutu, serta kebutuhan untuk membekali generasi muda dengan kemampuan literasi kritis membuat kegiatan ini menjadi perlu dilakukan. Dalam pelaksanaanya, beberapa contoh materi bacaan yang merangsang kemampuan literasi kritis bagi siswa dikaji bersama dalam pelatihan perancangan aktifitas yang mengembangkan literasi kritis. Para guru memberikan tanggapan yang positif terhadap pelatihan ini dan program ini dianggap memberikan alternatif aktifitas kelas yang mendukung pembelajaran jarak jauh di masa Pandemi Covid19. Beberapa penyesuaian aktifitas perlu dikakukan mengingat lokasi sekolah yang berada di daerah pegunungan dan beragamnya kemampuan sosial ekonomi keluarga peserta didik. Diharapkan juga dengan program yang berlanjut ini para guru semakin memahami bagaimana pelaksanaan GLS (Gerakan Literasi Sekolah) dalam pembelajaran yang dicanangkan Kementrian Pendidikan sejak beberapa tahun lalu.
<p>Teacher cognition has been known as what teachers think, know, and believe. Its origin could be traced back to the development of Psychology highlighted complex relationship between what people do, what they know, and what they believe. Educational researchers believe that in teaching, teachers’ mental lives play a role in their instructional choices. This study reports a case of EFL English teachers’ cognition towards the use of ICT to facilitate language skill practice. Attitudes on the use of ICT by thirty eight English teacher participants of a training program on the use of cloud-based apps were assessed resulting in a higher perceived level of affective factors and usefulness of technology products than the other two; their perceived control on their use and their behavioural intention to explore them. Further open-ended assessment and interview revealed familiarity with various technology products for language teaching as beginner users as the biggest percentages. Results of this assessment provided useful information for ICT training conducts suggesting effective methods and techniques of material delivery and assistance. Moreover, the findings revealed choices of approach and strategies to enhance ICT professional development covering both internal and external factors are related with their job responsibilities and nature.</p>
Perubahan kebijakan belajar mengajar di masa Pandemi COVID-19 membuat guru harus melakukan penyesuaian metode, bahan dan media ajar, serta evaluasi hasil belajar. Para guru yang tidak siap baik secara pedagogi maupun secara teknis pembelajaran jarak jauh mengalami berbagai kesulitan dalam hal perancangan skenario pengajaran, pelaksanaan pembelajaran berbasis teknologi, maupun evaluasi hasil belajar. Program pengabdian masyarakat ini menyajikan sebuah rangkaian analisa kebutuhan, kegiatan pelatihan, dan evaluasi serta rencana tindak lanjut bagi para guru sebuah SMP swasta di Sleman, Daerah Istimewa Yogyakarta. Data kebutuhan para guru diperoleh melalui kuesioner daring dimana sebagian besar peserta menyatakan perspektif yang positif terhadap teknologi informasi dan komunkasi (TIK), percaya terhadap manfaat TIK demi efektifitas pembelajaran, dan keyakinan potensi TIK bisa membuat pembelajaran lebih menarik. Kebutuhan program-program penunjang pembelajaran jarak jauh juga diperoleh melalui kuesioner ini. Dalam pelaksanaannya, pelatihan ini dilaksanakan secara daring dengan skenario Flipped Learning dimana materi diberikan beberapa hari sebelumnya dan review serta diskusi dilaksanakan pada sesi pelatihan. Rancangan skenario pembelajaran menjadi luaran pelatihan. Rancangan tersebut dipaparkan oleh para peserta dan dilanjutkan secara mandiri dengan supervisi kepala sekolah. Dalam kuesioner evaluasi tanggapan yang positif dan kebutuhan pelatihan lanjutan disampaikan oleh para guru
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