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1
Schwartz, Mila, Esther Geva, David L. Share, and Mark Leikin. "Learning to read in English as third language." Written Language and Literacy 10, no. 1 (October 30, 2007): 25–52. http://dx.doi.org/10.1075/wll.10.1.03sch.
Повний текст джерелаАнотація:
The present study compared the influence of bi-literate bilingualism versus mono-literate bilingualism on the development of literary skills in English as L3. Two main predictions were made. First, it was predicted that Russian (L1) literacy would benefit decoding and spelling acquisition in English (L3), that is, bi-literate bilingualism would be superior to mono-literate bilingualism. Second, it was hypothesized that there would be positive transfer of phonological processing skills from L1 Russian to L3 English even in the context of two linguistically and orthographically distinct languages. The sample of 107 11-year-old children from Haifa, Israel, were divided into three groups matched in age, gender, social-economic level, verbal and non-verbal IQ: bi-literate bilinguals, mono-literate bilinguals and mono-literate monolinguals. The research was conducted in two stages. In the first stage a wide range of linguistic, meta-linguistic, cognitive and literacy tasks in Hebrew (L2) and in Russian (L1) were administered. In the second stage linguistic, meta-linguistic and literacy skills in English (L3) were assessed. The results demonstrated that bi-literate bilinguals outperformed mono-literate bilingual and mono-lingual children on a number of basic literacy measures (phoneme deletion and analysis, pseudoword decoding and spelling) in English (L3). Even after controlling for (L2) Hebrew reading accuracy, bi-literacy independently explained 16% of the variance in English reading accuracy among Russian-Hebrew fifth grade bilinguals.
2
Cannon, Christopher. "From Literacy to Literature: Elementary Learning and the Middle English Poet." PMLA/Publications of the Modern Language Association of America 129, no. 3 (May 2014): 349–64. http://dx.doi.org/10.1632/pmla.2014.129.3.349.
Повний текст джерелаАнотація:
Literary practice may be more deeply shaped by basic literacy training than we have noticed. This is particularly true for English writers of the late fourteenth century, when the constant movement out of Latin into English in schoolrooms both ensured that translation exercises became a method for making vernacular poetry and demonstrated that English had a grammar of its own. As the most basic grammatical concepts and the simplest exercises of literacy training evolved into resources for literary technique, the style of writers such as Chaucer, Langland, and Gower became “grammaticalized.” For this reason, a more detailed understanding of the forms of pedagogy employed in grammar schools can be equivalent to a genealogy of the important elements of a style.
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Seo, Hyo Jeong and Bae, Jiyoung. "The Effects of SDLMI with English Literacy Learning on English Underachievers’ Self-Directed Learning, English Literacy Abilities, and Affective Domains." Journal of Research in Curriculum Instruction 19, no. 3 (September 2015): 765–90. http://dx.doi.org/10.24231/rici.2015.19.3.765.
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Brock, Cynthia H. "Exploring an English Language Learner's Literacy Learning Opportunities." Urban Education 42, no. 5 (September 2007): 470–501. http://dx.doi.org/10.1177/0042085907305056.
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Kane, Britnie Delinger, K. C. Keene, and Sarah Reynolds. "Collaborative literary reasoning as a support for preservice English language arts teachers' learning about disciplinary literacy." English Teaching: Practice & Critique 21, no. 1 (January 25, 2022): 84–97. http://dx.doi.org/10.1108/etpc-06-2021-0065.
Повний текст джерелаАнотація:
Purpose The purpose of this study is to understand how preservice teachers (PTs) learn about disciplinary literacy in English language arts (ELA). In mathematics and writing, research has found that teachers’ participation in disciplinary work can support their understanding of domain-specific inquiry, problem-solving and argumentation. Design/methodology/approach This exploratory, qualitative case study of an English methods course extends that work into ELA, asking how PTs’ participation in collaborative literary reasoning (CLR) influences their understanding of ELA as a discipline and their instructional planning processes. Findings Findings indicate that CLR supported PTs to define ELA as a collaborative discipline in which multiple interpretations of literature are valued; to name specific disciplinary literacy practices; to identify a focus and purpose for teachers’ design and revision of lesson plans; and to inform their thinking about text selection and complexity. Originality/value This work highlights the potential of collaborative literary reasoning to support PTs’ learning about disciplinary literacy instruction.
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Artini, Luh Putu. "Rich Language Learning Environment and Young Learners’ Literacy Skills in English." Lingua Cultura 11, no. 1 (May 31, 2017): 19. http://dx.doi.org/10.21512/lc.v11i1.1587.
Повний текст джерелаАнотація:
This research aimed at developing rich language learning environment to help elementary school students develop their literacy skills in English. Shortage of professional English teachers in primary school, limited time allocation, as well as the lack of tools and facilities that support English language teaching and learning for young learners had resulted in students’ low literacy skills in English. It was tried out in six primary schools across Bali involving 12 teachers and 520 students. The data were collected through questionnaires, observation, interview, English literacy tests, and students’ literacy journals. Research finds that young learners should have the opportunity to learn by doing without too much intervention so that a natural process of learning could occur. The product comprises multiple literacy experiences in the form of five different texts. The findings reveal that the readability of the material is in the category of high. The systematic exposures of these materials to beginner learners of English have been proven to have the significant impact on their literacy skills. The highest improvement is found in word level (87,1%), followed by sentence level (56,2%), and discourse level (46,8%). The improvements are all confirmed at the significance level of 0,05. The research also finds that RLLE has the positive impact on the development of self-directed learning skills.
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Alakrash, Hussien Mohamad, Norizan Abdul Razak, and Pramela Krish. "The Application of Digital Platforms in Learning English Language." International Journal of Information and Education Technology 12, no. 9 (2022): 899–904. http://dx.doi.org/10.18178/ijiet.2022.12.9.1699.
Повний текст джерелаАнотація:
The emergence of digital learning has reshaped English language teaching and learning. Thus, technology-based language learning gained extensive attention due to its benefits. However, the trends of using these digital platforms in English language learning in the Arab EFL context have not been sufficiently scrutinized. Therefore, this study investigates EFL students’ use of digital platforms for learning purposes, attitudes, and digital literacy. Also, the study examines the correlation between students’ digital literacy skills, attitudes, and using digital platforms for learning purposes. The study used a quantitative research design by collecting data from 80 EFL who were selected randomly to answer a survey questionnaire. Data were analysed using SPSS 23.0 software. The results revealed that students showed a high level of attitudes, a moderate level of digital literacy skills, and a moderate level of using digital platforms for learning purposes. The findings showed a negative non-significant relationship between students’ use of digital platforms in learning the English language, digital literacy skills, and attitudes. Based on the results, attitude and digital literacy do not predict the use of digital platforms for learning English. This study contributes significantly to the limited studies that examine the use of the digital platform for pedagogical purposes. The results recommend further investigation in addressing factors that hinder the use of digital platforms in EFL classrooms.
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Johnston, Nicole, Helen Partridge, and Hilary Hughes. "Understanding the information literacy experiences of EFL (English as a foreign language) students." Reference Services Review 42, no. 4 (November 10, 2014): 552–68. http://dx.doi.org/10.1108/rsr-05-2014-0015.
Повний текст джерелаАнотація:
Purpose – This paper aims to outline research that explores the information literacy experiences of English as a foreign language (EFL) students. The question explored in this research was: how do EFL students experience information literacy? Design/methodology/approach – This study used phenomenography, a relational approach to explore the information literacy experiences of EFL students. Phenomenography studies the qualitatively different ways a phenomenon is experienced in the world around us. Findings – This research revealed that EFL students experienced information literacy in four qualitatively different ways. The four categories revealed through the data were: process, quality, language and knowledge. This research found that language impacted on EFL students’ experiences of information literacy and revealed that EFL students applied various techniques and strategies when they read, understood, organised and translated information. Research limitations/implications – This research was conducted in a specific cultural and educational context; therefore, the results might not reflect the experiences of EFL students in other cultural or educational contexts. Practical implications – The findings from this research offer an important contribution to information literacy practice by providing important insights about EFL students’ experiences and perceptions of information and learning that can be used to inform curriculum development in second language learning contexts. Originality/value – There is currently a lack of research using a relational approach to investigate EFL students’ experiences of information literacy. There is also limited research that explores the impact language has on information literary and learning in EFL or English as a second language (ESL) contexts.
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Diem, Chuzaimah Dahlan, Fitria Kusumaningsih, and Soni Mirizon. "Partnership with Librarians: A Strategy to Improve Secondary School Students’ English Literacy." Studies in English Language Teaching 9, no. 2 (March 15, 2021): p17. http://dx.doi.org/10.22158/selt.v9n2p17.
Повний текст джерелаАнотація:
English literacy education plays a key role in establishing literate societies in the 21st century. Having teachers and librarians as professional educators and educational personnel working together, with the provision of relevant literacy facilities, helps achieve this goal. This study applies the Partnership with Librarians Strategy (PLS) by using an equivalent time-samples design to promote students’ English literacy skills. Forty-five seventh, eighth, and ninth graders were randomly selected as the population for this study. Their literacy achievements were measured by using listening, reading, writing, and speaking tests before and after the teaching and learning process. The students’ learning was also monitored using formative tests during the intervention. The results showed that the students’ English skills improved significantly. The improvement is hypothesised to be influenced by the use of PLS as it is also statistically proven by the contribution of each literacy skill to students’ English literacy total achievement, i.e., reading (63.6%), writing (22.9%), speaking (9.2%), and listening (4.3%). It is concluded that PLS makes a significant difference in English literacy learning and therefore deserves to be implemented in any English class coupled with an assessment strategy based on further classroom research to determine its potential effect.
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Alawiah, Tuti, Abdul Hakim Yassi, Nasmilah, and Abidin Pammu. "Proposed 21st Century Learning Themes in English Classrooms." Journal of Language Teaching and Research 13, no. 3 (May 2, 2022): 583–89. http://dx.doi.org/10.17507/jltr.1303.14.
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In many universities in Indonesia, English is still a mandatory subject. The universities provide the courses under the names Bahasa Inggris (English), English for Academic purposes, English I to II, English for Proficiency, English for Health Science, etc. Different universities give 2 credits, 3 credits, or more than 4 credits. The teaching materials used are from various sources, such as from the internet, English books published by famous publishers, or modules written by the lecturers. However, the materials provided are often not suitable for the current situation. Therefore, this research was conducted to investigate and seek better alternatives for English learning. What are the students’ target needs with respect to English class materials development? What are the students’ learning needs with respect to the development of English class material for Social and Political Science’s Students? And what suitable materials are available that are in line with 21st-century learning? This study surveyed 437 new students in the first semester from the Social and Political Science Faculty and eight English lecturers National University of Indonesia. Google form questionnaires were used to collect and analyze data. The three main indicators to be analyzed were: students’ present situation, students’ target situation, and students’ learning situation. The results show that 60.9% agree that the topics discussed relate to 21st-century learning, 80.3% of all necessary English skills are learned by the students, and they prefer learning from YouTube/social media and academic journals. Nearly half (46.9 %) were comfortable with learning through blended learning, and 95.6% agreed with the use of Google meet, Google classroom, and Zoom meetings. Furthermore, the materials considered appropriate to 21st-century learning include global awareness, finance, economics, business and entrepreneurial literacy, civic literacy, health literacy, and environmental literacy.
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Tian, Xiaoxia, Guangchao Zhang, and Kyung Hee Park. "The Influence of English Literacy on High School Students’ Academic Achievement." International Journal of Learning, Teaching and Educational Research 21, no. 9 (September 30, 2022): 477–93. http://dx.doi.org/10.26803/ijlter.21.9.26.
Повний текст джерелаАнотація:
In the digital age, English literacy is one of the key competences for high school students. This study aimed to explore the relationship between English literacy and academic achievement. To this end, the four-dimensional English literacy scale by the General High School English Curriculum Standard (2017 Edition, 2020 Revised Edition) set was used, and 446 high school students participated in the survey in March 2022. The results indicate no significant difference in English literacy between male and female students. Moreover, the structural equation model results showed that (1) Language ability significantly predicted cultural consciousness, thinking quality, and learning ability; (2) Thinking quality and learning ability correlated with students’ academic achievement; (3) Nevertheless, cultural consciousness did not predict academic achievement; and (4) Learning ability mediated between language ability and academic achievement. This conclusion highlights that cultivating students’ learning ability and language ability can improve their academic achievement. Therefore, teachers should exert more effort to develop students’ language ability and learning ability in the future.
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Saragih, Amrin. "INTEGRATION OF CRITICAL LITERACY IN ENGLISH LANGUAGE LEARNING AS A MEANS OF ENHANCING NATIONAL INTEGRATION IN THE SOCIAL CONTEXT OF INDONESIA." SALTeL Journal (Southeast Asia Language Teaching and Learning) 1, no. 2 (March 18, 2019): 9–14. http://dx.doi.org/10.35307/saltel.v1i2.9.
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Disintegration is now internally threatening Indonesia. It is assumed that the problem is caused by cultural misunderstanding. The cultural misunderstanding has resulted in intolerance and radicalism of group ideology. For years Indonesia with its 250 million populations has been peacefully living together with Pancasila ideology in which unity in cultural diversities is highly appreciated and respected. The root of problem lies in the practice of education and obviously the best solution is through education. One of the solutions to the problem is by integrating critical literacy principles in the field of Englsih language learning. Principles of critical multicultural and global literacy can be integrated in English language learning. Theory of systemic functional linguistic (SFL) is in line with and contributes to the principles of critical literacy. This paper combines principles of critical literacy and those of SFL in developing language learning materials. It is expected that by integration of critical literacy principles and those of SFL in the practice of English language education, Indonesia can avoid disruptions of national disinttegration and regain national unity in harmony.
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Cárdenas-Hagan, Elsa. "Cross-Language Connections for English Learners’ Literacy Development." Intervention in School and Clinic 54, no. 1 (March 28, 2018): 14–21. http://dx.doi.org/10.1177/1053451218762583.
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The number of English learners continues to increase in the United States. Additionally, many English learners will experience language and learning disabilities. These students require specialized instruction by highly qualified educators. This article addresses the various cross-language strategies that can benefit English learners with disabilities. Examples of explicit and systematic instruction are provided. In addition, resources to support language instruction in the forms of tables and figures are provided for the reader. Most educators will at some point in their career face the challenge of teaching a second language learner with a learning disability. This article provides guidance regarding the special considerations that are necessary for language and literacy instruction among English learners with learning disabilities.
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Kendall Theado, Connie. "Metaphors We Teach By: Examining Teacher Conceptualizations of Literacy in the English Language Arts Classroom." Language and Literacy 15, no. 2 (July 25, 2013): 20. http://dx.doi.org/10.20360/g2b01z.
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This case study used metaphor analysis to gain insight on the conceptualizations of literacy informing six English Language Arts educators’ understanding of the meaning and goals of U.S. literacy education today. While findings indicated literacy’s functional aspect as the most prominent metaphoric conceptualization employed, the teachers’ use of alternate metaphors to highlight the value of literacy learning beyond its pragmatic outcomes suggests that U.S. literacy education reform may be out of step with the pedagogical goals teachers have for their students. The article concludes with a discussion of the pedagogical implications suggested by the study findings.
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Budiharto, R. Agus, Laili Amalia, and Fujiono Fujiono. "Pemanfaatan Visual Literacy melalui Gambar untuk Memotivasi Siswa Belajar Bahasa Inggris." Jurnal Pengabdian Pada Masyarakat 4, no. 2 (August 20, 2019): 129–36. http://dx.doi.org/10.30653/002.201942.125.
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USING VISUAL LITERACY THROUGH IMAGES TO MOTIVATE STUDENTS TO LEARN ENGLISH. Existing in an image-rich world, as school students currently experience, does not mean that they naturally possess right visual literacy aptitudes as when they see an object (such as a picture), they just see what they see, they do not possess a considerable capability to understand, interpret, discover a meaning from an object or information they see. For that reason, students are supposed to possess visual literacy to perform that. Given the importance of utilizing visual literacy through a picture to motivate students in learning English, the writer of this article has the initiative to carry out community service to first-grade students of MTS Qurrotul Uyun. This community service discusses the utilization of visual literacy through colored pictures as a pedagogical tool, which can provide a precious and motivating resource for the students to learn English. The result of this community service suggests that English learning through colored pictures is potential to make the MTS Qurrotul Uyun first grade students motivated in learning pronunciation, speaking, and grammar. They feel that English learning through colored pictures in the classroom is more appealing and pleasurable as the pictures can both catch their mind attention and facilitate them to learn. Moreover, the colored pictures can make the MTS Qurrotul Uyun first grade students motivated and more involved actively in English learning.
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Purmayanti, Devi. "The Challenges of Implementing Digital Literacy in Teaching and Learning Activities for EFL Learners in Indonesia." BATARA DIDI : English Language Journal 1, no. 2 (October 31, 2022): 101–10. http://dx.doi.org/10.56209/badi.v1i2.38.
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The proper comprehension and use for digital technology of English teachers can drive the learning process to ideal learning activities. Vise-versa improper comprehension of digital literacy by the teachers unexpectedly gives issues to learning process. Teachers must comprehend well the power of digital technology from aspects, such as: challenges, strategies, and the ideal purpose of digital literacy to be embeded in English language teaching. This critical review reveals the challenges of the implementation of digital literacy to support English language teaching. There are three main challenges that the students face in implementing digital literacy in the classroom. Those are lack of supportive access and digital tools, lack of digital literacy skill from teachers and also students’ lack of digital literacy skills. However, by acknowledging those issues, it could raise the attention of learners, teachers, and policymakers leading them to take further actions to mitigate the barriers.
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Wu, Dan. "A Study on the Application of Phonics in the Cultivation of Children’ English Core Literacy." Learning & Education 10, no. 8 (June 20, 2022): 203. http://dx.doi.org/10.18282/l-e.v10i8.3125.
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The development of core literacy is the starting point and destination of English teaching. When it comes to primary
school English teaching, teachers should pay attention to the children’ recognition and spelling of English words so as to lay a
good foundation for English learning. Through Phonics, children can be taught to decode the speech, so as to help them memorize
words and improve their English core literacy. In this study, methods are used to explore the current situation of the cultivation of
core literacy in English, and to clear the application effect of Phonics in the training process. It is found that the level of children’
core literacy is unbalanced. Those abilities can be improved to a certain extent through Phonics, such as children’ language ability,
learning ability and quality of thinking.
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Florentino, Nicole L., Tiffani P. Shelton, Danya S. Lebell, Jocelyn Caballero, Florence Bouhali, Ioulia Kovelman, Yuuko Uchikoshi Tonkovich, and Fumiko Hoeft. "A-263 Literacy Acquisition Shaped by Bilingual Education." Archives of Clinical Neuropsychology 37, no. 6 (August 17, 2022): 1412. http://dx.doi.org/10.1093/arclin/acac060.263.
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Abstract Objective: This study investigates how literacy acquisition is shaped by bilingual education. We hypothesize that learning a phonetic language, like Spanish, will improve performance on phonologically-based tasks in English. Comparatively, we expect learning a different orthographic system, like Cantonese, will improve performance on semantically-based English tasks. Methods: Participants included 107 native English speakers between 7 and 9 years old from San Francisco schools. There were 42 children in general education English programs (GENED), 35 in Spanish (Sp) immersion programs, and 30 in Cantonese (Cn) immersion programs. Students scoring less than 85 on a nonverbal intelligence screener were excluded (KBIT-2 Matrices). Groups' performance in English was compared on phonological (CTOPP-2 Blending Words) and orthographic learning tasks (KABC-II Rebus). Results: One-way ANOVA revealed a significant effect of bilingual education on phonological task performance at the p < .05 level [F(2, 66.4) = 3.52, p = .035]. As predicted, the Spanish-immersion group performed better on the phonological task (Blending Words, p = .035; GENED M = 8.55, Sp M = 10.09, Cn M = 9.03). Performance on the semantic task did not significantly vary among groups [F(2, 67) = 3.11, p = .051]. Conclusions: This suggests that learning a second language may shape literacy acquisition in the primary language. Results indicated that learning Spanish, a phonetic language, was associated with stronger performance on an English phonological task when compared to GENED and Cn immersion. Although the variance between groups on the semantic task was not significant, further research could characterize the impact of different orthography on English acquisition.
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Utami, Valisneria. "“I ONLY READ A PAGE OR TWO”: NARRATIVE FROM TWO DIFFERENT LANGUAGE LEARNERS." E-LINK JOURNAL 9, no. 1 (June 30, 2022): 43. http://dx.doi.org/10.30736/ej.v9i1.612.
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Literacy is not only defines as the ability of reading and write but also it is the ability to think critically and cultivate information. This study aims to analyze the literacy experiences of L1 and L2 English speakers. This study interviewed two language speakers, J a native English speaker, and K a non-native English speaker. The result showed that despite the differences in learning English as L1 and L2, some similarities are discovered. The interview, showed that learning English as L1 and L2, both are required cognitive skills and learning strategies. However, for L2 learners, it demands more than just studying the language. To get maximum results, the language should be practiced outside of the classroom. One of the techniques is by practicing extensive reading has been shown to expand vocabulary knowledge and grow motivation in second language learning. Thus, some implications for English teachers in EFL contexts are carried out. Keywords: second language literacy; second language learner
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Hall, Demelza, Kate Storey, Laura Benney, and Marlee Bourke. "Adapting the Australian Canon and Decolonizing the Tertiary Classroom: Settler Students Respond to Leah Purcell’s The Drover’s Wife." English: Journal of the English Association 70, no. 270 (September 1, 2021): 253–63. http://dx.doi.org/10.1093/english/efab020.
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Abstract The ‘Drover’s Wife Reading Group’ was a collaborative teacher–student project piloted between 2018 and 2020 at Federation University Australia with the intention to create spaces for decolonization, particularly settler (un)learning, beyond the limits of the tertiary English classroom. Drawing upon aspects of reader–response theory, the project began as a small constructivist study in that it sought, initially, to gauge the different responses undergraduate settler students had to a work of Indigenous Australian literary adaptation. However, the transformative nature of the text being engaged with – Leah Purcell’s play, The Drover’s Wife (2016), a literary work which has been widely recognized for the critical literacy it promotes – coupled with the sophistication of the participants’ various responses to it, quickly saw the project shift to one of intense collaboration, with the students involved becoming partners in shaping the project’s outcomes.
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Hans, Diah Maulidiya. "CONCEPT OF ANIMATED ELECTRONIC BOOKS IN INCREASING YOUNG LEARNERS’ LITERACY SKILLS IN EFL CLASSROOM." Pedagogy : Journal of English Language Teaching 6, no. 1 (June 5, 2018): 57. http://dx.doi.org/10.32332/pedagogy.v6i1.1090.
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Process of literacy teaching influences young learners’ future education. Childhood experience of literacy learning in EFL classroom becomes one of the factors that contributes to young learnes’ motivation in learning English. Consequently, the implementation of literacy instruction to young learners in EFL classroom must be conducted interestingly in order to engage them in the enjoyable and understandable English learning process. One of the efforts to encounrage young learners to improve their literacy skills is by the use of ICT in EFL classroom. Importantly, the use of animated electronic books in EFL classroom is considered as one of the beneficial tools used to increase young learners’ literacy skills. Therefore, this article discusses how to implement animated electronic books in increasing young learners’ literacy skills in EFL classroom.
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Yao, Yan. "Research on English Literacy Among Chinese College Students." Journal of Advanced Research in Education 1, no. 1 (November 2022): 1–13. http://dx.doi.org/10.56397/jare.2022.11.01.
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English is learned as a foreign language among Chinese college students. Traditionally, tests and examinations are two major approaches used to assess the achievements of English learning among students in China. Despite that the assessment based on these two approaches is effective on screening and selection, its role in monitoring education process and improving education quality is disregarded. The overall development of students’ English literacy, which includes their awareness to the differences between English and Chinese languages, their attitudes to English learning, their knowledge on English language and their competence to utilize English in authentic contexts, cannot be assessed via these two approaches. Therefore, it is of great necessity to construct a new framework of assessment covering these aspects. In this research, on the basis of the theory of educational assessment (the fourth generation) and the concept of teachers’ assessment literacy, such a framework is proposed and used to assess the level of English literacy among Chinese college students. This research intends to explore the level of English literacy among Chinese college students and the influential factors to their English literacy. This research will provide a theoretical significance as well as the practical significance to the development of assessment on English education in China.
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Ermy Dikta Sumanik, Axelon Samuel Renyaan, and Andrijanni. "Penguatan Literasi Digital Dalam Pembelajaran Bahasa Inggris Bagi Guru-Guru TK." ABDIKAN: Jurnal Pengabdian Masyarakat Bidang Sains dan Teknologi 1, no. 3 (August 28, 2022): 307–12. http://dx.doi.org/10.55123/abdikan.v1i3.643.
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Improving teacher competence is very important to support the quality of education. There is still a lack of digital literacy mastery among kindergarten teachers in learning, especially learning English. There are many obstacles faced by teachers in mastering digital literacy such as a lack of knowledge about the features of laptops, and lack of understanding how to operate laptops or smartphones. The other obstacles in learning English in kindergarten is the teachers educational background who are not from the English Education study program. The purpose of this Community Partnership Service Activities is to improve the teacher competence in mastering ICT. The method used is through training, question and answer and direct mentoring. Participants who participated in this activity were kindergarten teachers from cluster 3 of Jayapura city consisting of 12 kindergarten teachers. This activity conducted for two days. At the beginning of the activity, a pre-test was distributed to measure participants' understanding of digital literacy in learning English. Monitoring and evaluation are done by giving post-test directly to participants. The results of this this Community Partnership Service Activities are 82% or 10 teachers from 12 teachers have increased their competence in mastery of digital literacy in learning English in kindergarten.
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Liao, Hung-Chang, and Ya-Huei Wang. "Using Complementary Learning Clusters in Studying Literature to Enhance Students' Medical Humanities Literacy, Critical Thinking, and English Proficiency." Psychological Reports 118, no. 2 (March 16, 2016): 441–65. http://dx.doi.org/10.1177/0033294116636529.
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This study examined whether students studying literature in complementary learning clusters would show more improvement in medical humanities literacy, critical thinking skills, and English proficiency compared to those in conventional learning clusters. Ninety-three students participated in the study ( M age = 18.2 years, SD = 0.4; 36 men, 57 women). A quasi-experimental design was used over 16 weeks, with the control group ( n = 47) working in conventional learning clusters and the experimental group ( n = 46) working in complementary learning clusters. Complementary learning clusters were those in which individuals had complementary strengths enabling them to learn from and offer assistance to other cluster members, hypothetically facilitating the learning process. Measures included the Medical Humanities Literacy Scale, Critical Thinking Disposition Assessment, English proficiency tests, and Analytic Critical Thinking Scoring Rubric. The results showed that complementary learning clusters have the potential to improve students’ medical humanities literacy, critical thinking skills, and English proficiency.
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Christiani, Natalia, Novalita Fransisca Tungka, and Romauli Nainggolan. "Exploring Digital Literacy Skills of Prospective Indonesian EFL Teachers." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 7 (July 14, 2022): 1413–22. http://dx.doi.org/10.11594/ijmaber.03.07.20.
Повний текст джерелаАнотація:
Understanding EFL students’ levels of digital literacy is a vital step to improve the quality of English teaching and learning. This paper explored the levels of digital literacy skills of prospective Indonesian EFL teachers in the matter of their readiness for the integration and implementation of digital tools in their language learning practices. The respondents were three hundred thirty-six students majoring in the English Language Education department across cultural regions in Indonesia. A questionnaire was distributed online to gather data. The data were then tabulated and interpreted descriptively. The analysis results reported that the prospective Indonesian EFL teachers’ level of digital literacy was moderate. The discussion in this paper focuses on their digital literacy skills in terms of creative, technological, personal security, internet safety, problem-solving, information, communication or netiquette, and navigation. The findings of this study will provide a useful reference to improve learning practices and the integration and implementation of digital tools in English teaching and learning contexts.
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DUFVA, MIA, and MARINUS J. M. VOETEN. "Native language literacy and phonological memory as prerequisites for learning English as a foreign language." Applied Psycholinguistics 20, no. 3 (September 1999): 329–48. http://dx.doi.org/10.1017/s014271649900301x.
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The aim of this study was to examine, with a longitudinal study design, the effects of phonological memory and native language (NL) literacy acquisition on learning English as a foreign language (FL). The subjects were 160 Finnish school children, who were 7-year-old first graders at the beginning of the study. Measures in the first grade were NL word recognition and listening comprehension; in the second grade, word recognition, reading comprehension, and phonological memory; and in the third grade, FL skills. The main result from the structural equation modeling was that both NL literacy and phonological memory have positive effects on FL learning. These skills explained 58% of the variance in English proficiency. Therefore, proficiency in NL literacy skills is highly significant for FL learning, although the orthographic regularity varied a lot (Finnish vs. English). On the basis of the results, it can be concluded that one way to promote FL learning is by diagnosing NL literacy skills early on and by providing training in NL literacy for at-risk children. In addition, the significant role of phonological memory in FL learning suggests that training in the FL phonology may enhance competence in the foreign language.
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Brier, David James, and Vickery Kaye Lebbin. "Learning information literacy through drawing." Reference Services Review 43, no. 1 (February 9, 2015): 45–67. http://dx.doi.org/10.1108/rsr-08-2014-0030.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to explore drawing as an instructional method to teach information literacy. Design/methodology/approach – The authors describe their work using Collaborative Speed Drawing with students in a collection of information literacy workshops for students enrolled in English 100 (first-year composition). Examples of student drawings from the workshops are examined to demonstrate the benefits and problems of this teaching method. Findings – Drawing is an excellent low-tech teaching method that helps students demonstrate their competence (or ignorance) of information literacy concepts. This method enables librarians to clarify, reinforce, challenge or change the pictures in student’s heads that underpin their understandings of library instruction and information literacy. Practical implications – This article provides ideas on how to use drawing in information literacy sessions or credit courses. Many of the ideas shared can be copied, enhanced or tailored to meet the needs of diverse lessons and students taking face-to-face instruction sessions. Originality/value – This is the first paper in library literature that focuses on and promotes drawing as a teaching method. In doing so, it challenges the high-tech instruction imperative and invites librarians to explicitly consider the images behind the words and concepts used in information literacy and library instruction sessions.
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Mulyadi, Dodi, Heri Dwi Santoso, Diana Hardiyanti, Yunita Nugraheni, Budi Tri Santosa, and Sesi Murdiana. "Storytelling training to improve English literacy mastery for teachers of SD Negeri Sukoharjo, Semarang Regency." Community Empowerment 6, no. 7 (July 5, 2021): 1261–67. http://dx.doi.org/10.31603/ce.4974.
Повний текст джерелаАнотація:
A person's literacy level in a certain matter of how high his ability or skill in their spesific field. However, the problem faced by partners is the low level of English literacy in supporting learning. The priority of the program to be implemented is to improve (1) English literacy skills, (2) mastery of storytelling techniques, and (3) public speaking skills. Participatory methods, training, mentoring for partners, and evaluative were applied in the implementation of this activity. The output of this community service program is an increase in mastery of English literacy and speaking English in public, as well as knowledge of storytelling techniques.
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Wildsmith-Cromarty, Rosemary, and Robert J. Balfour. "Language learning and teaching in South African primary schools." Language Teaching 52, no. 3 (July 2019): 296–317. http://dx.doi.org/10.1017/s0261444819000181.
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South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary schooling, make the post-apartheid period a complex one, especially in light of the Constitutional commitment to multilingualism in the 11 official languages. Research on literacy and language teaching contextualises the impact of curriculum and language policy initiatives aimed at improving learner performance. We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language of learning and teaching (LoLT). Also considered are major studies on learner performance nationally and South Africa's comparability globally. The impact of home language (HL) literacy development on performance in English as the LoLT links to research on language development in teacher education programmes, and shows connections between the capacity of teachers to develop languages for literacy and LoLT and learner success. Research on the development of early childhood literacy in the HL demonstrates the positive impact on literacy development in the LoLT.
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Pawlicka, Paulina, Małgorzata Lipowska, and Paweł Jurek. "Bilingual advantage? Literacy and phonological awareness in Polish-speaking early elementary school children learning English simultaneously." Acta Neuropsychologica 16, no. 1 (March 28, 2018): 27–46. http://dx.doi.org/10.5604/01.3001.0011.7046.
Повний текст джерелаАнотація:
In most studies, paired bilingual programs turned out to be more effective in L2 (usually English) literacy acquisition than other types of programs. L1 reading proficiency was shown to foster second language reading acquisition across many languages. However, little is known about L1 reading acquisition in bilingual programs. The study examines the effect of a paired-bilingual education program conducted in Polish (L1) and English (L2) on word reading fluency in Polish as L1 after an average of 1 and 2.5 years of literacy training. 61 Polish children obtaining Polish-only literacy training and 54 children obtaining the paired-bilingual Polish-English literacy training completed word and pseudoword reading and onset-rhyme (rhyme production) and phoneme awareness (phoneme deletion and phonemic differentiation) tasks in Polish. Also Rapid Automatized Naming (RAN) and English (L2) word fluency were tested. A strong main effect of the literacy level was observed, pointing to a progressive tendency in reading efficiency in both groups of children. Moreover, a significant interaction between the group and literacy level was documented. Beginner readers (after one year of literacy instruction) from the monolingual literacy group showed a higher word reading proficiency than students from the paired-bilingual. However, after two and a half years of literacy training children from the paired-bilingual group achieved significantly higher results in Polish word reading than their peers from the monolingual group. Phonological awareness predicted reading fluency in both groups, but no significant differences between the groups were found suggesting other predictors to be responsible for the bilingual group’s advantage.
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Zhang, Xiaohu, and Ru Wang. ""Internet+" Blended Learning Model and Practice Research from the Perspective of Smart Education." BCP Education & Psychology 3 (November 2, 2021): 99–104. http://dx.doi.org/10.54691/bcpep.v3i.19.
Повний текст джерелаАнотація:
In a comprehensive education environment, we must pay attention to cultivating students' thinking ability, and provide effective support for the cultivation of students' English literacy through the construction of a heuristic and participatory English teaching system, so that students’ English practical application ability and comprehensive literacy can be cultivated. "Let’s take root." Based on the introduction of the concept of blended learning mode, this article will combine with the book "The Development of "Thinking and Innovation" Teaching: Thinking and Innovation" to analyte the current innovation background and direction of "Thinking and Innovation" teaching. Explore the innovative mechanism of "Thinking and Innovation" teaching under the guidance of English core literacy nurturers, analyte the characteristics of the blended learning model and the necessity for the teaching reform of "Thinking and Innovation". On this basis, the relevant practical research of blended learning mode teaching is carried out.
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Lear, Emmaline, Linda Li, and Sue Prentice. "Developing academic literacy through self-regulated online learning." Student Success 7, no. 1 (March 2, 2016): 13–23. http://dx.doi.org/10.5204/ssj.v7i1.297.
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This study explores the self-regulated learning (SRL) experiences of international students in developing English language academic literacy essential for successful transition to university. The participants in this study were a small, diverse group of first year undergraduate students who sought academic support from the Academic Skills Centre at an Australian university. They were given the opportunity to independently access an online program, Study Skills Success, over the duration of one semester to develop their academic literacy in English. Data for this study were collected from a pre- and post-program questionnaire, interviews, a focus group discussion, and reflective online learning logs. These sources gathered information regarding the participants’ motivation and attitudes, their online learning experiences and strategy use, and the perceived benefits of SRL online. The findings from this study have implications for supporting the transition of first year students to university by developing essential academic skills through independent online learning.
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Ilknur Istifci and Nil Goksel. "The Relationship between Digital Literacy Skills and Self-Regulated Learning Skills of Open Education Faculty Students." English as a Foreign Language International Journal 2, no. 1 (January 1, 2022): 59–81. http://dx.doi.org/10.56498/164212022.
Повний текст джерелаАнотація:
Distance learners can be accepted as autonomous, self-regulated learners who can design their own learning processes since they are active users of Information Communication Technologies (ICTs). With this perspective, the first aim of this study was to detect the usage frequency of self-regulated learning skills and digital literacy skills; and to find out if there was a correlation between these skills of Open Education Faculty (OEF) students’ English learning. The succeeding aim of the study was to find out if there was a significant relationship between digital literacy skills and self-regulated learning skills of the OEF students in terms of age, gender, English proficiency levels and duration of ICT use. To reach these aims, the data were gathered from a total of 203 students by using Digital Literacy Scale and Self-Regulated Learning Skills Scale. The results divulged that students’ self-regulated learning perception levels increase in parallel with their digital literacy skill levels. Based on the results, various implications were drawn from the study in order to raise students’ awareness towards Digital Literacy Skills and Self-Regulated Learning Strategies.
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Porter, Alison. "Learning French sound/spelling links in English primary school classrooms." EuroAmerican Journal of Applied Linguistics and Languages 7, no. 1 (February 20, 2020): 78–107. http://dx.doi.org/10.21283/2376905x.11.187.
Повний текст джерелаАнотація:
Two classes (n = 45) of 9- to 11-year-old children in different English primary schools experienced weekly French phonics instruction as part of a foreign language (FL) learning programme. The underpinning rationale of the phonics instruction was that systematic and explicit FL phonics could contribute to the development of FL phonological decoding, operationalised as reading aloud individual word cards. The study explored progression in learning French sound/spelling links over this period with data from a sub-sample of students (n = 23) from both classes. Additional variables such as FL general proficiency and FL literacy, as well as L1 reading age, spelling age, and teacher assessed literacy levels were collected to explore relationships with the development of French phonological decoding. This study found that French sound/spelling links developed slowly but showed significant gains between mid- and post-test and that learning appeared resistant to attrition evidenced by delayed post-test scores. Successful phonological decoders were likely to be successful FL learners generally and proficient in L1 literacy.
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Rita Aryani and Leroy Holman Siahaan. "Building Digital Literacy in the Implementation of Moodle-Based English Learning Management at SMAS 71." Jurnal Pengabdian Masyarakat Formosa 1, no. 5 (December 30, 2022): 419–36. http://dx.doi.org/10.55927/jpmf.v1i5.2322.
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During the Covid-19 pandemic, every individual needs to understand that digital literacy is an important thing needed to be able to participate in the modern world and anticipate the spread of negative information during the Covid-19 pandemic. Digital literacy will create a social order with a critical-creative mindset and outlook. This paper offers the concept of a digital literacy movement that can be implemented during the Covid-19 pandemic. The digital literacy movement that can be carried out during the Covid-19 pandemic is the family digital literacy movement and the community digital literacy movement. The literacy movement aims to improve critical, creative and positive thinking skills in using digital media in everyday life. One of the digital literacy is the use of moodle and the result is 95% effectiveness.
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Bernstorf, Elaine D. "Anchoring literacy: Learning through creativity1." International Journal of Music in Early Childhood 17, no. 1 (May 1, 2022): 77–84. http://dx.doi.org/10.1386/ijmec_00044_1.
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Anchor standards are central to various disciplines in education. Music literacy brings important skills that relate to both music education and college‐career readiness (twenty-first century) skills. This keynote to the Early Childhood Music and Movement Association discusses how music literacy supports specific English language arts anchor standards and their importance across lifelong learning.
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Yin, Ping. "Improvement of English Classroom Teaching Effect Based on Real-Time Supervision of Student Status." Mobile Information Systems 2022 (July 12, 2022): 1–11. http://dx.doi.org/10.1155/2022/9662074.
Повний текст джерелаАнотація:
For English courses, the interaction between teachers and students in the classroom teaching process has a crucial impact on the improvement of classroom teaching effects, and through real-time supervision of students’ classroom learning status, students’ learning dynamics and learning effects can be grasped in time. For this reason, this paper proposes a learning state semisupervised learning method and real-time state monitoring system based on a clustering algorithm and a self-training SVM classification algorithm. At the same time, combined with the reform of English classroom teaching, the teaching effect can be improved to the greatest extent through the supervision of students’ learning state. The experimental results show that monitoring the primary school English classroom teaching quality subject and providing skill training can help the primary school English classroom teaching quality subject predict the possible situation in the monitoring and prepare in advance in terms of thinking and skill teaching. Schools can urge primary school English classroom teaching quality monitoring subjects to have basic monitoring knowledge literacy, monitoring ability literacy, and monitoring moral literacy through primary school English classroom teaching quality monitoring knowledge training, skill training, and moral training. On the basis, the main body of primary school English classroom teaching quality monitoring can give full play to the role of the main body of monitoring when it organizes and implements monitoring. It is proved that real-time supervision of students’ status can effectively improve the effect of English classroom teaching.
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Murtafi’ah, Banatul, and Nur Hidayanto Pancoro Setyo Putro. "DIGITAL LITERACY IN THE ENGLISH CURRICULUM: MODELS OF LEARNING ACTIVITIES." Acta Informatica Malaysia 3, no. 2 (March 15, 2019): 10–13. http://dx.doi.org/10.26480/aim.02.2019.10.13.
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Lassonde, Cynthia A. "Learning from Others: Literacy Perspectives of Middle-School English Teachers." Networks: An Online Journal for Teacher Research 5, no. 3 (September 1, 2002): 132. http://dx.doi.org/10.4148/2470-6353.1190.
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Teale, William H. "Students Learning English and Their Literacy Instruction in Urban Schools." Reading Teacher 62, no. 8 (May 2009): 699–703. http://dx.doi.org/10.1598/rt.62.8.9.
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Shih, May, Kate Parry, and Su Xiaojun. "Culture, Literacy, and Learning English: Voices from the Chinese Classroom." TESOL Quarterly 33, no. 1 (1999): 159. http://dx.doi.org/10.2307/3588205.
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Lewis, Marilyn. "Primary English teaching: an introduction to language, literacy and learning." Language and Education 25, no. 6 (November 2011): 564–66. http://dx.doi.org/10.1080/09500782.2011.588071.
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Anggaira, Aria Septi, Suhono Suhono, Yeasy Agustina Sari, Nurul Aryanti, and Aldi Permana Putra. "Interactive English Teaching Materials Based on Digital Literacy of Millennial Muslims." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (September 26, 2022): 5969–78. http://dx.doi.org/10.35445/alishlah.v14i4.2156.
Повний текст джерелаАнотація:
Research that compiles interactive textbooks based on digital literacy for high school is still limited, especially based on Islamic literacy for Madrasah Aliyah Students. This research is the initial stage of a research development with 4D Models (Define, Design, Develop, and Disseminate) which aims to discover and analyze the needs of interactive teaching materials based on digital literacy of millennial Muslims in English subjects at Madrasah Aliyah. The subjects of this study were students of Islamic senior high schools (MAN) in Lampung Province, Islamic senior high school (MAN) 1 Kota Metro, Islamic senior high school (MAN) 1 Bandar Lampung, and Islamic senior high school (MAN) 1 Pringsewu. The number of respondents was 97 students. The research data were obtained through a questionnaire consisting of 16 questions which is the development of four indicators., namely: students' needs for content/topics based on digital literacy of millennial Muslims, student needs related to four language skills (listening, speaking, reading, and writing) that are Islamic and digitally taught, students' needs for Islamic learning activities/processes, and students' needs for learning evaluation. The results obtained an average of 80.9%. Thus, interactive teaching material based on the digital literacy of millennial Muslims is needed in English Learning at Madrasah AliyahInteractive Teaching Material, Digital Literacy Millennial Muslim Generation)
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Williams, Kelly J., and Leticia R. Martinez. "Supporting Reading Comprehension for Students Who Are Learning English and Have Learning Disabilities." Intervention in School and Clinic 55, no. 1 (March 22, 2019): 23–31. http://dx.doi.org/10.1177/1053451219833019.
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Many adolescent students who are learning English and are identified with learning disabilities have difficulties with both reading comprehension and English language proficiency. In the secondary grades, these students have fewer opportunities to improve their reading comprehension and to learn from a range of disciplinary texts. To address these challenges, this article provides research-based practices to improve the language and literacy skills of these students through explicit instruction on word reading and academic vocabulary.
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Bedel, Osman. "Collaborative Learning through Literature Circles in EFL." European Journal of Language and Literature 6, no. 1 (December 1, 2016): 96. http://dx.doi.org/10.26417/ejls.v6i1.p96-99.
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This paper discusses how the introduction of ‘literature circles’ have led to the stimulation of social interaction among language learners. These social interactions happen because members of the literary circles are able to read and understand a book of choice, and assign participating student members their responsibility through structured time and assessment. They are primarily guided by students’ insights and questions and they apply each other's learning, reading, writing, and speaking skills, making this approach to learning flexible and fluid, while initiating collaborative social interaction at the same time. This collaborative learning and social interactions have been applied in classrooms of ‘English as a Foreign Language’ learners. This paper looks into the need for literature circles that promote collaborative learning in the EFL classroom, in order to attain higher levels of language and literary skills. The research also shows that literature circles as reader-response centric have come to constitute a part of a balanced literacy program in learning foreign language in general and the English language in particular.
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Klitgård, Ida. "Calling for translation literacy." Translation and Translanguaging in Multilingual Contexts 4, no. 2 (April 26, 2018): 306–23. http://dx.doi.org/10.1075/ttmc.00014.kli.
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Abstract When Danish university students write essays, project reports or theses in their L1, based on a reading of sources in English as an L2, a covert interlingual translation process takes place when summarizing, paraphrasing or synthesizing the sources. Unfortunately, due to poor L2 reading skills as well as general translation competences, the English source texts risk being mistranslated in such a way that they are misrepresented. Thus, I suggest that we address the need for translation literacy, this being viewed as an academic skill, a language awareness learning process and a discourse practice in the international university context, which is increasingly relying on research published in English. Based on an empirical analysis of student academic writing, I argue that translation literacy is needed when teaching academic reading-for-writing in higher education in general. Mastering translation competences may facilitate more in-depth understanding of the foreign language sources used as well as raise students’ intercultural awareness in a multilingual world at large.
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Limbong, Joice Ellen. "Kindergarten Students Acquire Basic English Literacy Through Letterland: A Case Study." Acuity : Journal of English Language Pedagogy, Literature and Culture 3, no. 2 (August 1, 2018): 1. http://dx.doi.org/10.35974/acuity.v3i2.651.
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This study aims to help kindergarten students to acquire basic literacy in English through the use of Letterland which is believed to be a fun and exciting program which can produce a natural outcome. This study utilizes qualitative and quantitative approach. The research design of this study is case study in order to make intensive analysis on how kindergarten students acquire Basic English literacy through Letterland. The study presents a description on how effective and helpful Letterland is in helping kindergarten students acquire basic literacy. This study can be used to provide local teachers or educators with the ideas in implementing the phonics approach in teaching Basic English literacy. There are number of factors that enable students to acquire the Basic English literacy; however, this study focuses on the application of Letterland. Findings showed that Letterland is useful to help kindergarten students in school K in acquiring Basic English literacy. Students recognized the initial, medial and final sounds. The teachers implemented Letterland with a proper class settings, sufficient teaching aids, and proper teaching-learning process. Keyword – Letterland, Basic English Literacy, Kindergarten
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Lü, Chan, and Keiko Koda. "The Impact of Home Language and Literacy Support on English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners." Heritage Language Journal 8, no. 2 (June 30, 2011): 199–235. http://dx.doi.org/10.46538/hlj.8.2.3.
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Studies on monolingual children have shown that home language and literacy support is crucial in children's early literacy acquisition. However, such support has not been examined as thoroughly among bilingual children, including heritage speakers. This study investigated the effect of home language and literacy support on important precursors of literacy skills including oral vocabulary knowledge, phonological awareness, and decoding skill in English and Chinese, among a group of 37 Chinese heritage language (CHL) learners. Our results suggest that the use of Chinese at home supported children's language and literacy skills in Chinese, especially their oral vocabulary knowledge; support of learning Chinese at home did not hinder children's acquisition of literacy skills in English. Implications for parents and teachers of CHL learners in relation to their biliteracy learning are discussed.
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Rodhi, Mohammad. "Pengembangan Materi Pendidikan Kecakapan Hidup pada Buku Pelajaran Bahasa Inggris dengan Model Pembelajaran Literasi pada Kelas X MAN Mojosari dan MAN Sooko Mojokerto." Progressa: Journal of Islamic Religious Instruction 1, no. 1 (April 13, 2017): 13. http://dx.doi.org/10.32616/pgr.v1.1.3.13-24.
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Modification matter of Life skills education in English textbooks with literacy learning model into the model lessons interesting and assist the teachers in improving the effectiveness of learning, it would require an innovative learning model literacy learning model.Products literacy teaching model of English in Class X MAN Mojosari and MAN Sooko District of Sooko Mojokerto has been refined based on analysis of trial data. Based on the measures that have been implemented can be concluded as follows. 1). Products are revised based on the results of the theoretical and empirical test are: a) Revision RPP / Scenario Learning by Expert: Operational learning steps need to be revised, b) Revised Student Worksheet (LKS) by experts: Adequacy of time for each step needs to be revised, c) Revision by students by questionnaire: (1) Changing the way of evaluation in the use of the model. (2) Improve the look of the model or replacing the learning strategy. 2) The products developed interesting for classical learning in the classroom and independently. 3) The product of these products can ease the burden of teachers in teaching. 4) The results of expert validation and testing, literacy learning model is fit for use for subjects in English. 5) Products that are developed can enhance students' motivation, and motivation is one of the requirements of the implementation of productive learning model.
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Rodhi, Mohammad. "Pengembangan Materi Pendidikan Kecakapan Hidup pada Buku Pelajaran Bahasa Inggris dengan Model Pembelajaran Literasi pada Kelas X MAN Mojosari dan MAN Sooko Mojokerto." Progressa: Journal of Islamic Religious Instruction 1, no. 1 (April 13, 2017): 13. http://dx.doi.org/10.32616/pgr.v1i1.3.
Повний текст джерелаАнотація:
Modification matter of Life skills education in English textbooks with literacy learning model into the model lessons interesting and assist the teachers in improving the effectiveness of learning, it would require an innovative learning model literacy learning model.Products literacy teaching model of English in Class X MAN Mojosari and MAN Sooko District of Sooko Mojokerto has been refined based on analysis of trial data. Based on the measures that have been implemented can be concluded as follows. 1). Products are revised based on the results of the theoretical and empirical test are: a) Revision RPP / Scenario Learning by Expert: Operational learning steps need to be revised, b) Revised Student Worksheet (LKS) by experts: Adequacy of time for each step needs to be revised, c) Revision by students by questionnaire: (1) Changing the way of evaluation in the use of the model. (2) Improve the look of the model or replacing the learning strategy. 2) The products developed interesting for classical learning in the classroom and independently. 3) The product of these products can ease the burden of teachers in teaching. 4) The results of expert validation and testing, literacy learning model is fit for use for subjects in English. 5) Products that are developed can enhance students' motivation, and motivation is one of the requirements of the implementation of productive learning model.