Teaching New Vocabulary to Iranian Young FL Learners: Using Two Methods Total Physical Response and Keyword Method

Khorasgani, Amir Toghyani

doi:10.18298/ijlet.1729

Cited by 2 publications

(2 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, language teachers should use models, approaches, techniques, strategies to teach students to be able to learn languages well. Khorasgani & Khanehgir (2017) teachers must improve the creation and create effective learning. Language learning should pay attention to the language teacher's perspective and the development of language teacher freedom as educators Arici, et al, (2017) improving the quality of Indonesian language learning, teachers should use language-learning strategies consisting of learning strategies, communication strategies, and social strategies.…”

Section: Introductionmentioning

confidence: 99%

Problem Based Authentic Assessment Model in Indonesian Learning: Study in General High School Padang Lawas Utara, Indonesia

Pohan

Atmazaki

Agustina

2020

HSSR

View full text Add to dashboard Cite

Purpose of the study: The purpose of the study is to describe the results of the development of authentic problem-based assessment models in learning Indonesian in high school. This development uses the Plomp model which has stages, preliminary research, prototyping, and evaluation. The product developed is a problem-based authentic assessment model book and a teacher's manual. Both books were tested for validity, practicality, and effectiveness well. Methodology:The development of this research follows the preliminary, prototype and evaluation research stages. The three steps are carried out selectively. The validity of the model is obtained from an expert judgment of the problem based authentic assessment model book and the problem based authentic assessment handbook. The trial was conducted in class XI of high school to see the practicality and effectiveness of the model book and the guidebook. Main Findings:The development of this authentic problem-based assessment model has produced model books and manuals for Indonesian language teachers in high schools. The results of this study indicate that (1) the problem-based authentic assessment model is very valid, (2) the problem-based authentic assessment model is very practical, and (3) the problem-based authentic assessment model is very effective in learning Indonesian. Applications of this study:Teachers can more easily assess the process and learning outcomes in learning Indonesian. The problem-based authentic assessment model can be used in language skills (listening, speaking, reading and writing). The teacher can develop appropriate assessment instruments used to assess students' knowledge, attitudes, and psychomotor. The grades obtained are not only numerical but in the form of student work. Novelty/Originality of this study:This authentic problem-based assessment model presents problems in the form of text or questions to be answered by students. Assessment instruments are presented to teachers to assess students' attitudes, cognitive, and psychomotor. The teacher can judge according to the student's ability to answer the questions given. Furthermore, to assess student and psychomotor attitudes, teachers can use portfolio and project instruments. 82 |www.hssr.in © Pohan et al.class at 68.18 with the effective category. The results of testing with the treatment of groups that use an authentic problem-based assessment model have given results that are significantly better in the cognitive, affective and psychoneurotic domains compared to groups using traditional assessments. LIMITATION AND STUDY FORWARDThis article is a continuation of my dissertation, which is expected to provide benefits in the assessment of language learning.

show abstract

Section: Introductionmentioning

confidence: 99%

Problem Based Authentic Assessment Model in Indonesian Learning: Study in General High School Padang Lawas Utara, Indonesia

Pohan

Atmazaki

Agustina

2020

HSSR

View full text Add to dashboard Cite

show abstract

“…Several studies have been done to investigate the effectiveness of TPR to improve students' achievement in learning English, such as (Kuo, Hsu, & Fang, 2014), (Qiu, 2016) and (Khorasgani & Khanehgir, 2017)). Khorasgani & Khanehgir (2017), compared which one was more effective between teaching using Total Physical Response (TPR) and keyword method (KWM) to teach 34 Iranian Young Learners, between 6-7 years old. The status of teaching English in this case is as a foreign language through immersion programs.…”

Section: Introductionmentioning

confidence: 99%

The Use of Video and TPR to Improve Students’ Vocabulary Mastery

Lutviana

Mafulah

2018

EnJourMe

View full text Add to dashboard Cite

Teaching Junior High School students required fun and interactive activities, yet current practice in teaching them mostly focused on drilling activities, which are monotonous. This study employed Classroom Action Research (CAR), which is aimed at implementing video and TPR (Total Physical Response) teaching technique to improve students' vocabulary mastery. The subject of this research was 31 first grades of Junior High School students in English vocabulary class. The vocabulary lesson was presented in the form of interactive video in which required students to do vocabulary exercise while singing and moving their body. This research was successfully implemented in 2 cycles. On the Cycle 1, the criteria of success have not been achieved since only 45% students got score 75 or above. Students needed more exercises to understand the materials deeper. On the Cycle 2 students' score improved, 77.4% students got score 75 or above. Additionally, 82.21% students showed positive attitude toward the technique. Based on the findings it could be concluded that video and TPR teaching technique could improve students' vocabulary mastery. To implement this technique successfully teacher needs to manage carefully students to be discipline if they are too enthusiastic. Besides, teacher needs to consider the proportion of vocabulary exercise.

show abstract

Teaching New Vocabulary to Iranian Young FL Learners: Using Two Methods Total Physical Response and Keyword Method

Cited by 2 publications

References 18 publications

Problem Based Authentic Assessment Model in Indonesian Learning: Study in General High School Padang Lawas Utara, Indonesia

Problem Based Authentic Assessment Model in Indonesian Learning: Study in General High School Padang Lawas Utara, Indonesia

The Use of Video and TPR to Improve Students’ Vocabulary Mastery

Contact Info

Product

Resources

About