Developmental Sequences in Second Language Phonology: Effects of Instruction on the Acquisition of Foreign sC Onsets

This study investigates the effects of three types of instruction on the acquisition of foreign /s/-initial onset clusters (/sl/, /sn/, and /st/-sC clusters), a process characterized by a developmental sequence in which /sl/ is acquired before /sn/ and /st/. 118 native speakers of Brazilian Portuguese participated in a 4-week language course to learn a set of vocabulary and associated pronunciation of Taki, a self-constructed miniature linguistic system. The participants were divided into three groups, each corresponding to one of the hypotheses that characterize three types of explicit second language instruction: Teachability, Projection of Markedness (Projection), and a combination of the two (Mixed). A mixed analysis of variance (ANOVA) analysis of the participants’ production of sC clusters revealed that, in one of the tasks employed (read aloud), the group that focused exclusively on the more marked/st/ (Projection Group) had the best overall performance in the acquisition of the three clusters: this group was able to generalize their knowledge to the sC clusters they were not taught. In general, the results support Zobl’s Projection Model of Markedness for explaining the phonological development of syllable structure, wherein the instructional effect of a focus on the most marked /st/ projects to knowledge of the less marked structures.

Looking Deeper: Using the Mobile Microscope to Support Young Children’s Scientific Inquiries

This study adopted a quasi-experimental design with the support of qualitative information to investigate the impact of the mobile microscope on students’ science learning outcomes in a laboratory setting. The duration of the educational experiment was 5 weeks. Research participants comprised 56 third graders from two different classes at a public elementary school in Taiwan. Two classes with an equal number of students formed the experimental and control groups. Students in the experimental group employed mobile microscopes to support their scientific inquiries, whereas students in the control group used only tablet computers to facilitate their science learning. A standardized test was developed to measure students’ basic understanding of botany. Additionally, semi-structured concept mapping was employed as an alternative non-standardized test to evaluate students’ natural science learning. The quantitative findings indicated a significant instructional effect in the students’ concept mapping but not in the standardized test. The qualitative results revealed that mobile microscopes might motivate students to actively engage in knowledge discussion and sharing during plant observation.

Analisis Konten Nilai Cinta Tanah Air (Nasionalisme) dalam Materi Mata Pelajaran Kurikulum Geografi

Salah satu tujuan dari pendidikan nasional yaitu menjadikan peserta didik sebagai warga negara yang bertanggung jawab . Setiap mata pelajaran memiliki peranan yang unik dalam menumbuhkan rasa cinta tanah air. Geografi memiliki kontribusi dalam menumbuhkan cinta tanah air pada peserta didik dikarenakan hakikat dari ilmu geografi mempelajari bumi sebagai tempat tinggal manusia dengan objek kajian berupa tanah (litosfer), udara (atmosfer), biosfer (makhluk hidup) antroposfer (penduduk) dan hidrosfer (air). Penelitian ini bertujuan untuk mengetahui peran dari Pendidikan Geografi dalam meningkatkan rasa cinta tanah air/ Nasionalisme baik secara secara langsung (Instructional Effect) dan juga dalam secara tidak langsung (Nurturant Effect). Penelitian ini menggunakan metode penelitan deskriptif dengan teknik pengumpulan data studi literatur. Hasil penelitian menunjukan mata pelajaran Geografi berkontribusi dalam menumbuhkan rasa cinta tanah air/ Nasionalisme baik secara langsung (Instructional Effect) dan secara tidak langsung (Nurturant Effect). Nasionalisme berkaitan dengan tujuan mata pelajaran geografi yaitu memperkenalkan wilayah Indonesia beserta potensi yang terkandung di dalamnya sehingga menumbuhkan prilaku peserta didik agar cinta tanah air, bangga sebagai bangsa Indonesia, dan bertanggung jawab terhadap keutuhan NKRI

Developing EFL learners’ morphological awareness: Instructional effect, teachability of affixes, and learners’ perception

Morphological instruction has been proved to be facilitative of second language learners’ vocabulary learning. However, studies on the effect of teaching affixes on Chinese EFL learners’ vocabulary learning were relatively less explored. Therefore, this study was aimed at investigating the effect of teaching six affixes on Chinese EFL learners’ vocabulary learning, the teachability of affixes, and the learners’ perception toward the instruction. The participants were 40 seventh-graders from two intact classes in a junior high school in southern Taiwan. One class of 20 students served as the control group, and the other class of 20 students was assigned as the experimental group to receive the six-session training of affixes. Instruments were a morpheme identification task, a vocabulary translation test, students’ learning journals, and a questionnaire of perception toward the instruction. The results indicated the positive effect of instruction on the experimental group’s receptive learning of the affixes. In addition, the data also showed the students’ positive perception toward morphological instruction. This study concluded with theoretical implications for future studies and pedagogical implications for teaching affixes.

MODUL PENYUSUNAN EVALUASI PEMBELAJARAN AL ISLAM DAN KEMUHAMMADIYAHAN (ISMUBA)

Penilaian proses pembelajaran menggunakan pendekatan penilaian otentik (authentic assesment) yang menilai kesiapan peserta didik, proses, dan hasil belajar secara utuh. Keterpaduan penilaian ketiga komponen tersebut akan menggambarkan kapasitas, gaya, dan perolehan belajar peserta didik yang mampu menghasilkan dampak instruksional (instructional effect) pada aspek pengetahuan dan dampak pengiring (nurturant effect) pada aspek sikap.Hasil penilaian otentik digunakan guru untuk merencanakan program perbaikan (remedial) pembelajaran, pengayaan (enrichment), atau pelayanan konseling. Selain itu, hasil penilaian otentik digunakan sebagai bahan untuk memperbaiki proses pembelajaran sesuai dengan Standar Penilaian Pendidikan. Evaluasi proses pembelajaran dilakukan saat proses pembelajaran dengan menggunakan alat: lembar pengamatan, angket sebaya, rekaman, catatan anekdot, dan refleksi. Evaluasi hasil pembelajaran dilakukan saat proses pembelajaran dan di akhir satuan pelajaran dengan menggunakan metode dan alat: tes lisan/perbuatan, dan tes tulis. Hasil evaluasi akhir diperoleh dari gabungan evaluasi proses dan evaluasi hasil pembelajaran.

Development of Integrated Learning Model of Islamic Education Subject and Student Self Control

This research title is the development of integrated learning model of Islamic education subject (PAI) and student self control. The problem of the research is in the orientation of knowledge, the meaning of learning process is still less optimal which is characterized by the weakness of student character. The result of learning process and student study’s value do not success to internalize inside the student. PAI learning process in Madrasah Ibtidayah the method of Teacher Centered still dominates the school. PAI is presented in partial and it is should be not in holistic and integration. Developing research method with ADDIE consists of analysis, design, development, implementation, and evaluation. Syntax model which is developed by ISLAMIC (Information, Synergy, Learning, Active, reminding Model, and Continue). By the instructional effect hoped that the student intelligent increasing and has strong spiritual religious, self control and well behavior. The nurturant effect from this research was the realization of learning process meaning. This integrated study is hoped that the students are able to link one topic to the other subjects. Characters value inside the material expected to be applied in students’ life later on. The result of analysis development model with Aiken validation book model, teacher book and student book showed that the product was valid. The product of book model practicality. Teacher book and student book resulted practical product. Product effectiveness increased the study result and students self control.

Building An Effective Educational Communication: A Study on Educator-Educatee Relationship in an Effective Teaching and Learning

This paper discusses about educational communication, particularly in teaching and learning process. Teaching and learning is a dymanic educative interaction process between educators and educatees. Building communication in teaching and learning constitutes an important medium to realize an effective teaching and learning. Effective communication has significant impact on the successful goal achievement. Communication can be said as effective when there is two-way flow of information between communicator and communicant, and this information is equally responded to as expected by both of them. An effective communication is characterized by a good interpersonal relationship. When an effective communication takes place between teachers and educatees during teaching and learning, then it is a successful teaching and learning process. Communication in teaching and learning is highly complex in nature since it involves paedagogical, psychological, and didactical aspects. The paedagogical aspect refers to the fact that teaching and learning take place in an educational environment. Therefore, teachers are demanded to accompany their students to successfully learn and accomplish their competences. The psychological aspect refers to the fact tha students have varied development extents and these require varied materials to be taught, including various varieties in learning, ranging from learning concepts, learning attitudes and learning motoric skills. Finally, the didactic aspect refers to the operational stage of student classroom management in attending the teaching and learning activity. Teaching and learning are said to be effective when the teaching and learning process produces good products, be it the products of instructional effect and nurturant effect. The product of nurturant effect has wider impact as outcome; this nurturant effect is thought as more important as compared to the instructional effect.

PEMBELAJARAN PPKn MELALUI MODEL SIMULASI SOSIAL DI SMA NEGERI 1 TONDANO

Penelitian ini diarahkan untuk menemukan model simulasi sosial dalam pembelajaran PKn di SMA. Melalui model ini sasaran yang hendak dicapai ialah: (1) memperkuat pencapaian ranah afektif terutama ranah nilai-nilai sosial, (2) peningkatan suasana dan mutu proses pembelajaran, (3) dampak baik instructional effect maupun nurturant effect, seperti kepekaan terhadap masalah nilai yang terjadi di lingkungan ataupun di masyarakat, kemampuan menganalisis nilai, dan mengambil keputusan terhadap setiap pilihan nilai.Urgensi penelitian ini didasarkan atas pertimbangan-pertimbangan sebagai berikut: 1). Pendidikan Kewarganegaraan merupakan pendidikan nilai dengan penekanan pada pembentukan afeksi di dalam diri siswa. 2). Praktik pembelajaran PKn di sekolah-sekolah sangat menekankan pada pembentukan aspek kognitif atau ranah kognitif daripada ranah afektif. 3). Proses pembelajaran nilai yang dikembangkan oleh guru-guru lebih banyak dilakukan melalui metode ceramah. Pembewntukan nilai tidak efektif melalui ceramah, tetapi melalui perbuatan atau melalui apa yang dilakukan siswa, dan apa yang dialami oleh siswa itu sendiri. 4). Pembelajaran model simulasi sosial merupakan dalam satu model dalam pembelajaran Kurikulum berbasis kompetensi di sekolah-sekolah. 5). Memperkuat kemampuan atau kompetensi professional guru-guru dalam mengembangkan proses pembelajaran PKn yang lebih varuatif dan inovatif.Untuk mencapai tujuan-tujuan di atas, maka penelitian ini dilaksanakan dalam bentuk Penelitian Tindakan Kelas (PTK). Analisis data dilakukan secara deskriptif dalam satuan hitung prosentase terhadap ketercapaian indiktor-indikator setiap fokus masalah. Penelitian ini menghasilkan kesimpulan sebagia berikut: (1). Desain model pembelajaran simulasi sosial dalam mata pelajaran PKn di SMA, yang mencakup: analisis kompetensi, asumsi dan tujuan, langkah-langkah pembelajaran, dan sistem pendukung belum berjalan dengan baik. (2). Dampak instruksional pembelajaran terutama dalam pembentukan nilai seperti: kompetisi, kooperasi, empati, sistem sosial, konsep, keterampilan, dan kemampuan berpikir kritis belum berjalan dengan baik. (3). Perbaikan dan peningkatan mutu proses pembelajaran PKn di sekolah-sekolah sangat dibutuhkan. Kata Kunci: Pembelajaran PKn, Model Simulasi Sosial

The Effects of Two Grammar Teaching Options on Learning Complex Grammatical Structures

This study compared the relative effectiveness of two instructional options -explicit instruction (EI) in conjunction with input enhancement (IE) vs. IE alone- on students’ learning of tense and grammatical aspect in the Algerian EFL situation. The treatment conditions were implemented with thirty-eight young adult EFL learners in two intact classes at the university level. The first group received instruction through input enhancement only, while the second group was exposed to explicit instruction prior to input enhancement. All participants had to participate in a pretest and a posttest. The tests consisted of three tasks: (1) a grammaticality judgment task and (2) a written gap-filling task, and (3) a picture description task. The results ‘descriptive results indicated that the EI + IE group outperformed the IE group while the statistical analysis (Anova) revealed that the instructional effect did not amount to statistically significant learning gains. These limited findings imply that, pedagogically, combining implicit and explicit instructional treatments is a better choice for teachers than focussing on implicit and less intrusive techniques in grammar classes.

Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses

Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes. The evidence of instructional effectiveness can in turn inform future instruction, and vice versa. In this study, we analyzed student responses on an optimized pretest and posttest administered during four different quarters in a large-enrollment biochemistry course. Student performance and the effect of instructional interventions related to three fundamental concepts—hydrogen bonding, bond energy, and pKa—were analyzed. After instructional interventions, a larger proportion of students demonstrated knowledge of these concepts compared with data collected before instructional interventions. Student responses trended from inconsistent to consistent and from incorrect to correct. The instructional effect was particularly remarkable for the later three quarters related to hydrogen bonding and bond energy. This study supports the use of multiple-choice instruments to assess the effectiveness of instructional interventions, especially in large classes, by providing instructors with quick and reliable feedback on student knowledge of each specific fundamental concept.