Banyagang pag-aaral

According to Salvin (as cited by Rehman, 2014, p. 345) motivation is considered as an integral part in the
achievement of any goal. Motivation as an integral process that activities, guides and maintain behavior
over time.

https://repository.uinjkt.ac.id/dspace/bitstream/123456789/31983/3/DEWI%20PUJI%20LESTARI-
FITK.pdf

Student activity plays an important role during the teaching and learning process. It will cause high
interaction between teacher and student or student itself. Student activities to be observed include
students 'interest and attention to the lessons, the spirit of student learning, responsibility for the
learning tasks, the students' pleasure in the tasks assigned by the teacher. If one or more of the above
activities are applied to the students, the school will become more dynamic, not boring and really
become the center of maximum learning activities and will even smoothen its role as a center
and cultural transformation. Proper use of media is a way to improve students' activities. Media is
everything physical tools that can present the message and stimulate students to learn (Sadiman, et
al., 2005). Retno and Saputro, (2015) stated that learning media is one important factor in
improving the quality of teaching in schools. This is because of the demands of efficiency and
effectiveness in learning

Retno, A.T.B. Saputro, S. & Utami, B. (2015). Development of Learning Media Bulletin In The Form
of Hebrew-Based Pocket Handbook Concepts For Classical Chemistry Learning XI Salt Hydrolysis
Materials. Journal of Chemical Education (JPK), Vol. 4 No. 2: 74-81.

link

https://www.researchgate.net/publication/
330087295_Learning_Activities_of_Students_using_Developed_Innovative_Pop-up_Book?
fbclid=IwAR201s-ykad8K0IXHhGZfYYq5noGJWrWbCmi6I7L7eorPs4Eg5z4mBy_SCE

This paper considers research and practice relating to listening in instructed classroom settings, limiting
itself to what might be called unidirectional listening (Macaro, Graham & Vanderplank 2007) – in other
words, where learners listen to a recording, a TV or radio clip or lecture, but where there is no
communication back to the speaker(s). A review of the literature relating to such listening reveals a
tendency for papers to highlight two features in their introductory lines: first, the acknowledged
importance of listening as a skill underpinning second language (L2) acquisition more broadly, and
second, the relative paucity of research into listening compared with the skills of speaking, reading or
writing. In the last ten years or so, however, there has been a growth in the number of studies
conducted in the field, as evidenced in Vandergrift's review in 2007 and Vanderplank's more recent
overview (2013). Consequently, my view is that it is possible to identify from that research certain key
principles in relation to listening within instructed settings, particularly regarding listening strategies.
https://www.cambridge.org/core/journals/language-teaching/article/research-into-practice-listening-
strategies-in-an-instructed-classroom-setting/CA62F4121A1410A7D15D7A7A15BA336A

Banyagang literatura
Mothers are more likely to point and label letters for their young children when interacting with
a plain book than a book with manipulative features and children also vocalize most often about
the letters and pictures in the plain book (Chiong and DeLoache, 2012). Thus, aspects of the
book can alter what both parents and children focus on. Recently the impact of book features
directly on children's learning from print picture books has also received increasing attention in
developmental research. Two recent reviews have provided targeted overviews of features that
support vocabulary learning (Wasik et al., 2016) and learning from fictional media more broadly
(Hopkins and Weisberg, 2017).

https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00050/full?
fbclid=IwAR2y3V5yIbuvrD0aOVVfsg5Pl2Y8DABghFJexQimFCfTSYtDVlutisHguAY

In one study, Ganea et al. (2014) created two types of picture books about novel
animals: one with factual language and another with anthropomorphic language. Both
book types contained realistic images, and provided facts about each target animal.
Across both book types, 3- to 5-year-olds who were read the books by a researcher
learned the target facts presented in the picture books. Importantly, however, children
who heard anthropomorphic stories about novel animals more often attributed
anthropomorphic characteristics (e.g., feeling proud, having friends) to real animals in
photographs than did those who heard the stories with no anthropomorphic language.
Thus, children sometimes incorrectly transferred anthropomorphic attributes to real
animals.

In a second study, Ganea et al. (2014) investigated the impact of anthropomorphic

images on children's fact learning and tendency to anthropomorphize. They presented a
new group of 3- and 5-year-old children with books about novel animals that contained
either factual or anthropomorphic language. In this case, both book types included
anthropomorphic illustrations (e.g., animals eating at a dinner table). Children in the
full anthropomorphic condition (anthropomorphic images + language) answered fewer
factual questions correctly than children in the anthropomorphic images only condition
(with factual language). Children in the full anthropomorphic condition also attributed
more anthropomorphic characteristics to real animals. These findings suggest
anthropomorphic language may be particularly confusing for children.

https://scholar.google.com/scholar_lookup?author=P.+A.+Ganea&author=M.+L.
+Allen&author=L.+Butler&author=S.+Carey&author=J.+S.
+DeLoache+&publication_year=2009&title=Toddlers
%27+referential+understanding+of+pictures&journal=J.+Exp.
+Child+Psychol.&volume=104&pages=283-295
Using storybooks with subtler forms of anthropomorphism, Geerdts et al.
(2015) investigated the effects of anthropomorphism on 3- to 6-year-old children's
learning about camouflage. In their anthropomorphic books, animals were portrayed
with human-like faces and postures, but in their natural environment. Children read a
picture book with either factual or anthropomorphized language, combined with either
realistic or these subtler anthropomorphic pictures. In general, transfer was low—only a
group of boys exposed to the book with the anthropomorphic pictures transferred
information about camouflage to realistic situations at test, and there were no condition
differences in the psychological properties children attributed to animals. The study had
only 12 children per condition, so limited conclusions can be drawn about the lack of
condition effects. Future research will need to address whether the style of
anthropomorphic depictions has an impact on what children learn and transfer from
stories.

https://scholar.google.com/scholar_lookup?author=M.+S.
+Geerdts+&publication_year=2016&title=(Un)+Real+animals
%3A+anthropomorphism+and+early+learning+about+animals&journal=Child+Dev.
+Perspect.&volume=10&pages=10-14

Ang hamon para sa mga early childhood educators na makapagbigay ng ugnayan ng

edukasyon na malikhain, makabago, matalino, at masaya upang mabuo ang katalinuhan ng
mga bata nang mahusay. Ang pag-aaral na ito ay naglalayong bumuo ng mga produkto ng
Thematic Pop-Up Book bilang learning media para sa pagbuo ng mga Early Childhood na wika.
Ang mga paksa ng pananaliksik ay 15 kalahok sa klase B6 ng Khaira Ummah Islamic
Kindergarten sa Lungsod. Ang pananaliksik at pag-unlad ay gumamit ng pagsusuri ng datos
gamit ang mga pamamaraan ng deskriptibong istatistikal na pagsusuri. Ang mga resulta ng
validity test at ang pagiging praktikal ng pagbuo ng Pop-Up Book media sa Khaira Ummah
Islamic Kindergarten sa Padang City ay idineklara ng mga eksperto sa media na may average
na marka na 95%. Ang Media Thematic Pop-Up Books, tungkol sa Healthy and Unhealthy
Foodstuffs ay idineklara ding valid ng mga material expert na may average score na 95%. Ang
mga resulta ng pagsubok ng mga pampakay na produkto ng Pop-Up book sa Khaira
Kindergarten Islamic Ummah ay nakasaad bilang isang praktikal na daluyan para sa mga bata
na may pagtaas ng porsyento sa pagsusulit na umaabot sa 96%. Batay sa mga resultang ito ay
nagpapahiwatig na ang mga produkto ng media ng Pop-Up Book ay nakakakuha ng
positibong tugon mula sa mga bata at guro. Ang Media Pop-Up Book para sa karagdagang
pananaliksik ay maaaring gamitin bilang isang midyum upang mapabuti ang cognitive ng mga
bata, at interes sa pagbabasa.

http://journal.unj.ac.id/unj/index.php/jpud/article/view/10379?
fbclid=IwAR0tZNN3a8jHCNhlNYYdeL2cPZaETHTjAXO1v__hf3SXFhcC-hwLIJ2_U0Y

Reading is a physic and mental activity to reveal the meaning of the written texts, Burhan (2012: 9) while
in that activity there is a process of knowing letters. It says a physic activity because the parts of the
body, our eyes particularly, do it. And it says mental activity because perception and memory as parts of
through are involved in it. He then concludes that main goal of reading is a process of comprehending
written text.

https://www.academia.edu/33032319/
DEVELOPING_A_POP_UP_BOOK_MEDIA_FOR_TEACHING_READING_TO_THE_SEVENTH_GRADE_STUDE
NTS_AT_SMP_N_3_ALAS_BARAT_IN_THE_ACADEMIC_YEAR_2016_2017?
fbclid=IwAR2Mcb_VXCEW623SRqmfxkDcuVq4L8TA1e2rfEhbSMKMOQWijR6all5r0Do

Student activity plays an important role during the teaching and learning process. It will cause high
interaction between teacher and student or student itself. Student activities to be observed include
students 'interest and attention to the lessons, the spirit of student learning, responsibility for the
learning tasks, the students' pleasure in the tasks assigned by the teacher. If one or more of the above
activities are applied to the students, the school will become more dynamic, not boring and really
become the center of maximum learning activities and will even smoothen its role as a center
and cultural transformation. Proper use of media is a way to improve students' activities. Media is
everything physical tools that can present the message and stimulate students to learn (Sadiman, et
al., 2005). Retno and Saputro, (2015) stated that learning media is one important factor in
improving the quality of teaching in schools. This is because of the demands of efficiency and
effectiveness in learning

Retno, A.T.B. Saputro, S. & Utami, B. (2015). Development of Learning Media Bulletin In The Form
of Hebrew-Based Pocket Handbook Concepts For Classical Chemistry Learning XI Salt Hydrolysis
Materials. Journal of Chemical Education (JPK), Vol. 4 No. 2: 74-81.

link

https://www.researchgate.net/publication/
330087295_Learning_Activities_of_Students_using_Developed_Innovative_Pop-up_Book?
fbclid=IwAR201s-ykad8K0IXHhGZfYYq5noGJWrWbCmi6I7L7eorPs4Eg5z4mBy_SCE

Listening, the very basic language skill is consistently interrelated and intervened with the other
language skills-speaking, reading and writing. Until the late nineteenth century written mode is
predominant in language learning and then onwards listening began to gain its significance in
language teaching. The challenges towards teaching listening are now better understood because of
the new strategies contributing to effective listening and moreover the widespread availability of
technology supports the language learners in enhancing their listening skills. Still, the assessment of
their listening skills, remain far behind the current views of listening and hence innovations to be
made to renovate the teaching or learning of listening. This paper deals with the prime importance of
listening in language acquisition and the challenges in attaining listening competence and suggests
some strategies to overcome it.
https://www.ripublication.com/ijeisv1n1/ijeisv4n1_13.pdf

What Is Listening? Listening involves making sense of spoken language, normally accompanied by
other sounds and visual input, with the help of our relevant prior knowledge and the context in which
we are listening. Rather than thinking of listening as a single process, it is more accurate to conceive
of it as a bundle of related processes – recognition of the sounds uttered by the speaker, perception of
intonation patterns showing information focus, interpretation of the relevance of what is being said to
the current topic and so on. Usually we are unaware of these processes in our own language;
achievingcomprehension seems relatively effortless unless we encounter unhelpful conditions, such
as poor acoustics or an unfamiliar accent. Under more demanding conditions, we may become more
conscious of listening processes, and the same thing applies in trying to understand a second or
foreign language (L2). Not the least of the problems we face as listeners is the fact that we generally
get only one chance to process the (linguistic and other) input, and have to do so in real time. Only
sometimes do we get the chance to ask the speaker to repeat or rephrase. Traditionally, listening was
viewed as a passive process, in which our ears werereceivers into which information was poured, and
all the listener had to do was passively register the message. Today we recognize that listening is an
‘active’ process, and that good listeners are just as active when listening as speakers are when
speaking. Active listening is also an interpretive process. Listening used to be thought of asthe exact
decoding of the message. In fact, listening involves subtle interpretation. This has long been
recognized in reading, but it has taken a long time for it to be accepted in terms of listening. Its
acceptance impacts directly on our notion of ‘correctness’ – it requires an acknowledgement of the
inherent variation in listeners’ comprehension of what they hear, and of the importance of context
and non-linguistic variables in this interpretation. Finally, it is important to note that listening is not
merely an auditory versionof reading, just as speech is not simply a spoken version of writing.
Among the unique features of listening are the following:• Its usually ephemeral, one-shot nature. •
The presence of a rich prosody (stress, intonation, rhythm, loudness and more), which is absent from
the written language.
https://www.taylorfrancis.com/chapters/edit/10.4324/9780203783733-16/listening-tony-lynch-david-
mendelsohn

In this study, an integrated gaming and multistage guiding approach was proposed for conducting in‐
field mobile learning activities. A mobile learning system was developed based on the proposed
approach. To investigate the interaction between the gaming and guiding strategies on students'
learning performance and motivation, a 2 × 2 experiment was conducted on an elementary school
natural science course. Four groups of students were situated in a field trip to learn with different
mobile learning approaches (ie, gaming or nongaming) and guiding mechanisms (ie, multistage or
single‐stage). The experimental results showed that both the gaming and multistage guiding
mechanisms proposed in this study significantly enhanced the students' learning achievements.
Moreover, the interaction between the two showed that the lead‐in of the gaming strategy could
significantly improve the learning motivation of the students who learned with the multistage guiding
mechanism; on the contrary, their learning motivation could be significantly decreased without the
gaming approach, although the multistage guiding mechanism was effective. The findings imply that
“gamification” could be a good approach for helping students accept learning support or tools
provided in mobile learning scenarios.
https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12270
LOKAL LIT
Sabi ni Van Slyke, 1999 na isa sa mga nakaka-apekto sa mabisang pakikinig ay ang “emosyunal na
estado at eksternal na ambala” na kung saan ang pagkakalubog sa kung ano mang karanasang
pangka-salukuyan ay nakakapagdudulot ng hadlang sa pakikinig. Habang ang pangkapaligirang
ingay at mga galaw na humuhuli sa atensyun ng tagapakinig ay isang malaking impluewensya na
nakakaapekto sa pagkakaroon ng mabisang pakikinig. Ayun naman kay Dweyer, 2012 sa kanyang
teorya sa kumunikasyon na ang “noise o ingay” ay isang bagay na nakaka-ambala sa indibidwal o
nakaka-apekto sa proseso ng kumunikasyon. Ayun kay Dweyer na ang ingay ay nakaka-ambala sa
panatag na daloy ng kumunikasyon sa pagitan ng tagapagsalita at tagapakinig at malamang na
mapunta sa hindi pagkakaunawaan. Sinasabi naman sa bibiia sa II TIMOTEO 4:3 na “Sapagka't
darating ang panahon na hindi nila titiisin ang magaling na aral; kundi, pagkakaroon nila ng kati ng
tainga, ay magsisipagbunton sila sa kanilang sarili ng mga gurong ayon sa kanilang sariling mga
masasamang pita; ” Sinasabi dito na ang pagkakawalang interes ng mga tagapakinig sa dahil sa
atensyon ay nabubuntong sa ibang bagay.

https://www.termpaperwarehouse.com/essay-on/Effects-of-Broken-Family-in-the-Academic-
Performance/510190