Nurdevi Bte Abdul, Nurdevi Bte
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PSYCHOLOGICAL BARRIERS IN RECEPTIVE SKILLS ACQUISITION Abdul, Nurdevi Bte
Elite English and Literature Journal Vol 3, No 1 (2016)
Publisher : UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24552/elite.v3i01.3396

Abstract

AbstractListening and reading comprehension involve language specific processes as well as domain-general cognitive abilities – sensation, perception, attention, memory, and reasoning. In comprehending there is sentence processing. It takes place whenever a reader or listener processes a language utterance, either in isolation or in the context of a conversation or a text. This paper is about psychological barriers in receptive skills acquisition, namely listening comprehension and reading comprehension skills. It discussed some psychological barriers that faced by the children in comprehending a language. Those are comprehension disorder in aphasia, dyslexia, slow word level processing, insufficient experience, memory difficulties, mixed receptive-expressive language disorder, auditory processing disorder, and language anxiety. Therefore, it seems imperative for policy makers, planners, curriculum designers, pedagogues and administrators to consider learning barriers so that a proper diagnosis of the barriers, their types can be developed to minimize or remove such barriers.AbstrakHambatan Psikologis dalam Keterampilan Reseptif Akuisisi. Pemahaman mendengarkan dan membaca melibatkan proses bahasa tertentu serta domain-umum kemampuan kognitif - sensasi, persepsi, perhatian, memori, dan penalaran. Dalam memahami ada pengolahan kalimat. Hal ini terjadi ketika pembaca atau pendengar memproses bahasa, baik dalam isolasi atau dalam konteks percakapan atau teks. Tulisan ini adalah tentang hambatan psikologis dalam pemerolehan keterampilan reseptif, yaitu pemahaman mendengarkan dan pemahaman membaca. Beberapa hambatan psikologis yang dihadapi oleh anak-anak dalam memahami bahasa dibahasa dalam tulisan ini. Hamabatan psikologis yang dihadapi oleh anak-anak dalam memperoleh bahasa yaitu gangguan afasia, disleksia, pengolahan level kata yang lambat, pengalaman yang tidak cukup, kesulitan memori, gangguan campuran bahasa reseptif-ekspresif, gangguan proses pendengaran, dan kecemasan bahasa. Oleh karena itu, penting bagi para pembuat kebijakan, perencana, desainer kurikulum, pendidik dan administrator untuk mempertimbangkan hambatan belajar sehingga diagnosa yang tepat dari hambatan dapat dikembangkan untuk meminimalkan atau menghilangkan hambatan tersebut.
THE USE OF AUDIO-LINGUAL METHOD IN TEACHING LISTENING COMPREHENSION AT THE SECOND YEAR STUDENTS OF SMK YAPIP MAKASSAR SUNGGUMINASA Abdul, Nurdevi Bte; Hijrah, Hijrah
EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS Vol 2, No 2 (2013): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (243.689 KB) | DOI: 10.26618/ejpbi.v2i2.787

Abstract

Listening is one of the four basic skills in learning a foreign language besides listening, reading, and writing. It has been taught since the students entered a junior high school, however, there are some difficulties faced by vocational school students to listen to the recording. After doing observation, some teachers say that they still have difficulties in teaching listening to students since students are not able to express what are on their minds because their lack of actual language. To help the teachers in teaching listening to students, teachers may use an interesting teaching method to present their teaching materials that also help them in creating fun class. One of the alternative methods is Audio-lingual teaching method. The objectives of the study were to explain the students’ ability to recognize word meaning in the context and to recognize the content of text.The design of the research used a collaborative classroom action research (CAR). This kind of research was designed by group which consisted of teacher and researcher from educational university. The place of this research was in SMK YAPIP MAKASSAR. The samples in this research were the students at the second year of class 2 Akuntansi 1. After conducting the research, the students’ means score showed the improvement in cycle 2. It is concluded that using audio-lingual could help to improve students’ listening comprehension.Keywords: listening comprehension, audio-lingual, recognizing word meaning and the content of the text, classroom action research
THE IMPLEMENTATION OF INFORMATION GAP ACTIVITIES TO IMPROVE STUDENTS’ SPEAKING AND READING SKILLS Abdul, Nurdevi Bte
EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS Vol 2, No 1 (2013): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (363.145 KB) | DOI: 10.26618/ejpbi.v2i1.783

Abstract

This study was conducted to know whether or not the use of Information Gap Activities improves students’ accuracy in speaking skill that covers three elements of accuracy; vocabulary, pronunciation, and grammar; and to know whether or not the use of Information Gap Activities improves students’ literal comprehension in reading skill. This research applied a quasi-experimental design; the nonequivalent control group design. It used two groups; experimental groups and control group. The data obtained from the test was analyzed quantitatively and then its’ result was compared with t-table to know whether they were significantly different or not. The data showed students’ mean score of accuracy in speaking skill and literal comprehension in reading skill improved after teaching by using Information Gap Activities. In experimental class, the students’ accuracy of pretest was 1.55 and improved to be 3.06 in posttest, students’ literal comprehension of protest was 0.82 and posttest was 3.21. In control class, the students’ accuracy was 1.90 for pretest and 2.32 for posttest; students’ literal comprehension was 1.63 for pretest 2.27.  These findings indicate that the mean score of pre-test was greater than pretest for that both class. However, the students’ mean score in experimental was greater than control class where accuracy (3.06>2.37) and literal comprehension (3.21>2.27). It meant that implementing Information Gap activities were effective to improve the students’ speaking and reading skills.Keywords: Speaking and reading skills, accuracy, literal comprehension, Information Gap Activities