A New Model of German Literacy Comprehension: A Multidimensional Representation

Aini, Desti Nur; Kisyani, Kisyani; Ridwan, Agus

doi:10.4108/eai.13-2-2019.2286046

Cited by 2 publications

(6 citation statements)

References 3 publications

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“…These activities are compatible with the multidimensional representation model proposed by Aini et al (2019). Multidimensional refers to the lingual, logical, social, and cultural levels.…”

Section: Explanationsupporting

confidence: 61%

“…It was to provide a general overview of this research's problems, which is the literacy comprehension of bicultural Indonesian German and its development in multidimensional literacy. The assessment rubric is adapted from Aini et al, (2019).…”

Section: Methodsmentioning

confidence: 99%

“…According to Aini, Kisyani, & Ridwan (2019), in a logic review, students as readers can describe the main idea to be extracted from the collected information, and combine the main ideas to produce new concepts. When the readers can understand the content and the form of the reading and then communicate it, it means that the information obtained has been codified.…”

Section: Literacy Comprehensionmentioning

confidence: 99%

“…Meanwhile, Aini et al (2019) explained that in terms of the bicultural aspect, students could integrate the cultural aspects by identifying foreign cultural identities (German), comparing them with the reader's culture (Indonesian), presenting logical and objective perceptions in identifying foreign cultural identity (German), and describing events, stories, and incidents that represent German culture and language.…”

Section: 3bicultural Indonesian-germanmentioning

confidence: 99%

“…Emotional upheaval is similar to one's efforts, which can control the situation skillfully through diverse processes. According to Aini et al (2019), students as readers can describe the main ideas to be extracted from the collected information and combine them to generate new concepts. Once the readers can understand the content and communicate it to others, it means that the information obtained has been codified.…”

Section: Explanationmentioning

confidence: 99%

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Indonesian-german bicultural literacy comprehension: The students’ inference perspective

Aini¹,

Laksono²,

Ridwan³

2021

JLLS

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To comprehend a text, one needs to understand the relationship of various elements in it. The skill that helps connect the non-textual components to the textual ones is making inferences. This research aims to reveal different types of inferences made by the students with German-language proficiency of level B1. A qualitative research approach was applied to obtain more objective, comprehensive, valid, reliable, and in-depth data. The data were analyzed with a narrative research design to describe the students' responses based on the rubric assessment. The results showed that inference within the framework of cognitive dimensions is a form of students' knowledge. They unite pieces of information, then predict, conclude, and synthesize a bicultural text's meaning. The inference types found were the superordinate goal, instantiation of noun category, causal antecedent, the emotion of the reader, referential, thematic, and character emotional reaction. The results of research on inference have a contribution to literacy comprehension and teaching. The various inferences produced by students prioritize the broadness of vocabulary in predicting reading comprehension.

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“…These activities are compatible with the multidimensional representation model proposed by Aini et al (2019). Multidimensional refers to the lingual, logical, social, and cultural levels.…”

Section: Explanationsupporting

confidence: 61%

Section: Methodsmentioning

confidence: 99%

Section: Literacy Comprehensionmentioning

confidence: 99%

Section: 3bicultural Indonesian-germanmentioning

confidence: 99%

Section: Explanationmentioning

confidence: 99%

See 3 more Smart Citations

Indonesian-german bicultural literacy comprehension: The students’ inference perspective

Aini¹,

Laksono²,

Ridwan³

2021

JLLS

Self Cite

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Authentic Assessment pada Keterampilan Menulis Siswa Bahasa Mandarin

Aini

Afifah

Sakti

2022

J Educ

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AbstrakPenelitian bertujuan mendeskripsikan implementasi penilaian autentik, kendala yang ditemukan dalam aktivitas pembelajaran, serta upaya yang dilakukan untuk mengatasi kesulitan pada keterampilan menulis bahasa Mandarin. Metode penelitian menggunakan deskriptif kualitatif. Data dikumpulkan menggunakan teknik wawancara, pengamatan, dan analisis dokumen. Sumber data penelitian yaitu dua orang guru bahasa Mandarin. Analisis data dilakukan dengan tahapan pengumpulan data, reduksi data, penyajian data, dan kesimpulan. Hasil penelitian menunjukkan bahwa penilaian autentik pada keterampilan menulis bahasa Mandarin siswa SMA Negeri 1 Grogol, Kabupaten Kediri, Jawa Timur berfokus pada tiga hal: penerapan penilaian autentik oleh guru secara umum telah diterapkan dalam bentuk teknik penilaian sikap, pengetahuan, dan keterampilan; kendala yang dihadapi guru berasal dari guru dan siswa, keterbatasan waktu, serta kriteria penilaian yang cukup kompleks; upaya yang dilakukan mengatasai kendala yaitu menambah referensi terkait dan mengindentifikasi standar untuk mengukur kompetensi yang diharapkan dengan pemberian fokus tugas kontekstual serta penyiapan lebih awal dan matang pada perangkat pembelajaran. AbstractThe research aimed to describe the implementation of authentic assessment, the obstacles found in learning activities, and the efforts made to overcome difficulties in writing Chinese language skills. The research method was descriptive qualitative. Data were collected using interview, observation, and document analysis techniques. The research data sources were two Mandarin teachers. Data analysis was carried out through the stages of data collection, data reduction, data presentation, and conclusions. The results showed that authentic assessment of the writing skills of Chinese students at SMA Negeri 1 Grogol, Kediri Regency, East Java focused on three things: the application of authentic assessment by teachers, in general, has been applied in the form of attitude, knowledge, and skills assessment techniques; the obstacles faced by teachers come from teachers and students, time constraints, and quite complex assessment criteria; efforts made to overcome the obstacles, namely adding related references and identifying standards to measure the expected competencies by providing a focus on contextual tasks as well as early and mature preparation of learning tools.

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A New Model of German Literacy Comprehension: A Multidimensional Representation

Cited by 2 publications

References 3 publications

Indonesian-german bicultural literacy comprehension: The students’ inference perspective

Indonesian-german bicultural literacy comprehension: The students’ inference perspective

Authentic Assessment pada Keterampilan Menulis Siswa Bahasa Mandarin

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