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Journal articles on the topic 'Film and language learning'
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Et.al, Ariff Mohamad. "The Novel Adaptation Film as a Teaching Language and Literature Media." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 1138–46. http://dx.doi.org/10.17762/turcomat.v12i3.857.
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This research examined the film (movie) adaptation of the novel as a media or materials of instruction that can be used in the teaching of Malay language and literature in schools, particularly secondary schools. This film adaptation involves a movie whose story is taken from novels. The transfer from text to film is a relevant attempt for understanding in the learning process. Film as a medium is not extensively accepted and planned as a learning activity in the classroom or self-learning at home. The advancement of internet and smartphone technology, as well as media such as mp4, YouTube and DVD facilitates access to these films. The analysis of this study was based on the Learning Theory of Constructivism. This study attempted to state the elements of language style and moral values in selected fiction film clips, analyse the frequency of language style elements and moral values. The films were Hang Tuah (1956), Hang Jebat (1961), Langit Petang (1982), Perempuan Berkalung Sorban (2009), and Langit Cinta (2016). The completion of the study revealed elements of language style employed and moral values recognised based on the film clips adaptation of the novel. The conclusions of this research determined that the movie clips met the characteristics of Constructivism Learning Theory and relevant in the teaching and learning of Malay Language and Malay Literature at school
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GIAMPIERI, PATRIZIA. "The Small Words of Film Spoken Language for Second Language Learning." International Journal of Language, Translation and Intercultural Communication 8 (April 15, 2019): 110. http://dx.doi.org/10.12681/ijltic.20280.
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Although being scripted, film dialogues are claimed to mirror natural spoken language. Exposing second language (L2) learners to instances of authentic language is reported to be stimulating and enjoyable. Amongst others, natural spoken discourse is hallmarked by discourse markers, which are small words, or prefabricated units, which constitute the bulk of native-like conversation. Helping students become acquainted with the small words of natural language can increase their perceived proficiency. In light of these argumentations, this paper is aimed at presenting a trial lesson with sixteen young adults who participated in a 2-hour class. During the class, they became acquainted with discourse markers, which were sourced from film dialogues. Students had firstly to infer their meanings and propose coherent translation candidates by recurring to their interlanguage. Then, they were prompted to search for translations in online language platforms. The paper findings highlight that the trial lesson was not only enjoyable and stimulating, but students felt that their L2 knowledge increased. Furthermore, they were stimulated by the inferring tasks and appreciated the word search. In some instances, students' inferences outperformed dictionary results and online suggestions.
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Parisi, Leonardo Lucena, and Nick Andon. "THE USE OF FILM-BASED MATERIAL FOR AN ADULT ENGLISH LANGUAGE COURSE IN BRAZIL." Trabalhos em Linguística Aplicada 55, no. 1 (April 2016): 101–28. http://dx.doi.org/10.1590/010318134870172321.
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ABSTRACT Advances in technology and accessibility to films motivated the research and writing of this paper. Its main goal was to design a set of criteria to develop film-based materials that can be used to improve the experience of learning English on an adult conversation course in Brazil. Given that the purpose of this adult course is to enhance participants' speaking skills, an investigation was conducted into the theories related to the teaching of speaking. A literature review suggests why films should be used through an investigation into the advantages they offer. Principles related to language learning, material development, and current studies on the use of film provide insights on how films might be used. Drawing on these principles, a set of criteria was created as a resourceful guide for material development. Finally, I suggest there should be further study on how films are being used in class and a possible research study on the effectiveness of film-based materials.
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Giampieri, Patrizia. "Spoken language features (and anomalies) in films for ESL classes." Language Learning in Higher Education 8, no. 2 (September 25, 2018): 399–425. http://dx.doi.org/10.1515/cercles-2018-0022.
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Abstract It is argued that learning a language through films is enjoyable, useful and motivating. At the same time, despite being scripted, film dialogues are claimed to mirror authentic conversational language. This paper is aimed at exploring whether films provide useful and interesting instances of spoken language. These can be used in ESL (English as a Second Language) classes in order to foster second language (L2) learners’ communication skills. To this aim, a trial pedagogical intervention was carried out in which students were exposed to film excerpts and prompted to highlight spoken language features and anomalies. In order to foster learners’ noticing and comparing, the dubbed versions of the film excerpts were also addressed. The paper argues that the many instances of authentic colloquial language in film can be exploited in ESL classes. As far as the dubbed versions are concerned, this paper will demonstrate that not all dialogues are dubbed faithfully and many features of spoken language are unfortunately “lost in translation”. Nonetheless, exposing L2 learners to film sequences in both the original and dubbed versions can be useful in order to raise their awareness and foster noticing and comparing.
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SHAWBACK, MICHAEL J., and N. M. TERHUNE. "Online interactive courseware: using movies to promote cultural understanding in a CALL environment." ReCALL 14, no. 1 (May 2002): 85–95. http://dx.doi.org/10.1017/s095834400200071x.
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Student interest in films as a medium for ESL education is high. Interest, however, is not enough to foster understanding in a traditional classroom environment. A more hands-on interactive approach to studying a second language via film is needed. By using online interactive exercises to study the language and culture in film, students are able to gain a better understanding of the language used in the film. This paper outlines a course that was developed using online interactive exercises and film to study language and culture. The course incorporates several modern technologies to allow students to take an active role in their learning and to increase their skills in areas that the students perceive to be of value in the future, namely listening, reading, and presentation skills. Automated feedback functions let the students, as well as the instructors, constantly monitor their progress. These technologies allow a more efficient use of classroom time and permit the students to go into the content of the film – especially the cultural aspects – much more deeply. Through this course, students are able to boost their confidence and their motivation to continue the study of language and culture via films on their own
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Rini, Rini, and Renti Yasmar. "Peningkatan Kompetensi Istima’ wa Takallum Melalui Media Film." Arabiyatuna : Jurnal Bahasa Arab 4, no. 1 (May 8, 2020): 155. http://dx.doi.org/10.29240/jba.v4i1.1384.
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This article discusses the problematics of Arabic learning. IAIN Curup Arabic Study Program students one of them is seen from the low competence of al-istima 'wa al-kalam students. The purpose of this study is to look at the competence of al-istima 'wa al-kalam students by using film media in learning al-istima' wa al-kalam, then the strategies used and the obstacles found in the learning process of al-istima 'wa al-kalam with film media. This research is descriptive qualitative. The results showed that the competence of al-istima 'wa al-kalam students was seen from the indicators of the achievement of al-istima' competence of wa al-kalam using film media divided into three categories of high, medium and low categories. From 34 students in the high category and currently dominating the ability of students who are aimed at 30% or as many as 12 students get high categories, 56% or as many as 19 students in the medium category, while 14% or 4 students are in the low category. The strategy of using film media in learning al-istima 'wa al-kalam uses several activities including grouping students in determining films to be discussed, screening films, collecting vocabulary that appears, reinterpreting films both oral and written. As for the obstacles faced in the use of film media in learning al-istima 'wa al-kalam namely the storyline and communication in the film are too fast so it needs to be repeated the screening of films in each episode as well as obstacles in technical matters such as constraints in facilities and infrastructure in the inadequate language laboratory.
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Cardillo, Darlene S. "Using a Foreign Film to Improve Second Language Proficiency: Video vs. Interactive Multimedia." Journal of Educational Technology Systems 25, no. 2 (December 1996): 169–77. http://dx.doi.org/10.2190/55ae-agfw-8kqf-6peh.
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As increasing numbers of foreign language teachers are integrating foreign films into their curricula, more attention must be focused on ways and means to optimize students' comprehension of the film segments and to enhance second language learning. This article describes a study that was carried out to evaluate the effectiveness of video and interactive multimedia technologies in increasing language proficiency. Descriptions of a multimedia computer program and a research experiment are followed by a discussion of the results and conclusions obtained from this study.
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Damayanti, Desy, Adin Fauzi, and Azizatul Mahfida Inayati. "LEARNING MATERIALS: THE “NUCLEUS” OF LANGUAGE TEACHING." Journal of English Education 3, no. 1 (May 11, 2018): 1–8. http://dx.doi.org/10.31327/jee.v3i1.417.
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Among some components of effective language classroom, learning materials indisputably play a focal role. They improve the quality of language teaching; facilitate teachers in doing their duties, and lead students to a higher level of understanding in learning. This research aims to discuss the notion of materials in language teaching. It made use of works of literature to outline the importance of materials in language teaching, and to analyze kinds of materials, which are relevant to language teaching. The analysis resulted in the classification of materials into two broad categories namely (1) created materials, which include course book, audio materials, and video materials; and (2) authentic materials, which cover authentic texts, movie/film, radio broadcasting, television program, graphs, maps, tables, and charts. This paper serves as an invaluable resource to facilitate language teachers in selecting appropriate materials for effective language teaching.
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Mariana, Mariana, and Xuc Lin. "Analisis Penggunaan Film dalam Peningkatan Pemahaman Bahasa China Mahasiswa." Lingua Cultura 8, no. 2 (November 28, 2014): 123. http://dx.doi.org/10.21512/lc.v8i2.452.
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Article explored to what extent students from the Chinese Department, Bina Nusantara University, were able to comprehend Mandarin language through “Home wih Kids” film. Qualitative method was applied by doing observation in class using prepared learning materials got from the film. There were 27 respondents coming from two classes. They were students from semester 1 who took Listening class. The writter also applied observation approach by distributing questionaires to students to know their comprehension of the film content. It can be concluded that students tend to be more enthusiastic in learning Chinese language by using film, and they are able to do the questions and retelling the plot of the film. This evidences prove that the influence of film gives more advantages to develop Chinese language proficiency of the Chinese department students, Bina Nusantara University.
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L, Hendrick, Martono Martono, and Indri Astuti. "The Using of Film Media to Analyze Intrinsic Element in Literature in High School." International Journal of Learning and Instruction (IJLI) 1, no. 2 (November 1, 2019): 60. http://dx.doi.org/10.26418/ijli.v1i2.37344.
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This study examined the use of film media on Indonesian Language. The problem revealed was how is student learning outcomes, and what is the outcomes difference between learning to analyze the intrinsic elements of literary works using film media and using conventional learning approaches in class XI students of SMA N 1 Tumbang Titi. This type of research is experimental research. The design used was Post-test Only Control Group Design. Data analysis was done by normality test, homogeneity test, and t-test (Paired Simple t-Test). Data collection techniques in the form of tests. Based on the results of data analysis, it can be concluded that student learning outcomes analysis the intrinsic elements of literary works after being given conventional learning is 54.38 while student learning outcomes analyze the intrinsic elements of literary works after using film media is 71, 67. Besides, after analyzing the data statistically, the results show that there are significant differences between the learning outcomes of the material analyzing the intrinsic elements of literary work between those who use film media and conventional learning. Indonesian language learning material becomes the intrinsic elements of literature in class XI students of SMA N 1 Tumbang Titi using film media can also improve student learning outcomes and contribute to the scale of effectiveness of 32,64. Thus, learning with film media can be used by teachers in the field of learning Indonesian in analyzing intrinsic elements of literary works.Keywords: Utilization of Film Media, Intrinsic Elements of Literary Work
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허남영 and SangGum Li. "Learning Model of ‘Creative Writing’ Using Films in Foreign Language Learning - Focused on the Korean Film『Jung Dok(Addiction)』-." Teacher Education Research 50, no. 2 (August 2011): 99–117. http://dx.doi.org/10.15812/ter.50.2.201108.99.
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O.V., Golotiuk, and Shmelova R.I. "Improvement of students’ independent work in learning french during quarantine." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2020, no. 2 (December 21, 2020): 23–37. http://dx.doi.org/10.32755/sjeducation.2020.02.023.
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The purpose of the article is based on the revealing the effectiveness of the in-dependent work for students in learning a foreign language during quarantine. The article focuses on the analysis of independent work of students, on the domestic experience of finding methods and forms of independent work for students in order to effectively master a foreign language, and also determines the place and role of independent work of students in higher educational institutions. In order to improve the independent work of students in the discipline “Practice of oral and written speech of French” while learning “Contemporary French cinema” there is work with an authentic French feature film “Bienvenue chez les Ch’tis”. A list of colloquial expressions in the language of Shti is also attached after watching the film in order to compare with modern French the semanticization of which is a non-translatable. Also some tasks are offered, such as: tasks for working with modern colloquial vocabulary, tasks for checking the comprehension of the watched film, for compiling a synopsis and discussion on the problems of the film and improving the monologue on the topic, as well as for controlling the acquired communicative competences. The proposed methodological development in the learning of French can be used both in the classroom and remotely by technical means during quarantine. By independent work we understand the students’ learning activities to perform the tasks of the teacher, or at his own request, which is aimed at consolidating, expanding and deepening previously acquired knowledge, as well as the assimilation of new material. Thus, during independent work students have a variety of methods and ways to learn a foreign language in distance learning during quarantine: performing exercises on semanticization and commenting on conversational cliches, conversation and answers to questions to test comprehension drawing up a synopsis according to the proposed plan. All this facilitates the work of students to watch modern authentic French film, organize them to overcome language and speech difficulties, promote the acquisition of colloquial vocabulary, the formation of communicative competence in practical classes in French on “Modern French cinema”. Such work requires a lot of effort and its effectiveness depends on the student’s desire to learn and expand their own “horizons” of competencies. The analysis of the article results provides further coverage of the problem and its latitude, as a university student must not only gain knowledge of the subject of the program, master the skills and abilities to use this knowledge, research methods, but also be able to acquire new scientific knowledge. Key words: independent work, authentic film, French, Ch’ti language, colloquial vocabulary, communicative competence.
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Aeni, Noor. "AN INTEGRATED STUDY PACK BASED ON A SHORT FILM ENTITLED “SLAP HER: CHILDREN’S REACTION”." UAD TEFL International Conference 1 (November 20, 2017): 382. http://dx.doi.org/10.12928/utic.v1.190.2017.
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This study aims to develop a set of alternative English teaching and learning materials covering four language skills (listening, speaking, reading, and writing). Learning materials are designed based on a short film entitled “Slap her: Children’s Reaction”. It is designed for language teachers of general English course for adult learners of English as a foreign language with the proficiency level of B2 according to CEFR (the Common European Framework of Reference for Languages).The nature of the study is Research and Development (R & D). The involving steps are conducting needs analysis, designing the course grid, and developing the materials. Data were collected by analyzing CEFR documets and conducting interview. They were analyzed quantitatively and qualitatively.The activities within the study pack were designed in chronological order. They are categorized in three orders, before viewing the short film “Slap her”: children’s reactions, during, and after the viewing. The activities are interlinked on levels B2 of CEFR. The activities content builds logically onto each other, with later activities that are recycling language items or content of previous activities. The activities involve all four language skills that are integrated. In the implementation of the study pack, students will be required to work either, individually, in pairs, even in groups.
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Nirwan, Nirwan, and Aan Muhammady. "استخدام الوسيلة السمعية البصرية بالأفلام العربية لترقية مهارة الاستماع عند الطلبة." 'Arabiyya: Jurnal Studi Bahasa Arab 9, no. 2 (January 6, 2021): 183. http://dx.doi.org/10.47498/arabiyya.v9i2.428.
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This research aims to know how to use the Arabic medium film, the effect of its use, and the problems that students face in upgrading their ability to listen in the Islamic State Secondary School 2 in Western Aceh. Films are one of the important means for students to upgrade their Arabic skills. Because it has a close and strong relationship in order to train their understanding of the Arabic language. This research is a field research which conducted by experimental research. The data are issued from the field research, which is the Islamic State Secondary School 2 in Western Aceh. The data was analyzed by a quantitative method. The use of the Arabic film medium began with learning planning and learning tools. Then he presented the Arab film medium and ends with giving a pre-test. The results showed that students' listening activity and their results appear to be high in the process of learning the skill of listening. As well as the easiest way in the process of teaching and learning the skill of listening. Finally, the problems that students face in applying the film medium are students being more active and independent in learning.
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Zaiets, Anna Viktorovna. "AUDIOVISUAL MEANS IN THE PROCESS OF TEACHING RUSSIAN LANGUAGE AS FOREIGN LANGUAGE." Problems of General and Slavic Linguistics, no. 3 (July 1, 2019): 24–30. http://dx.doi.org/10.15421/251904.
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The purpose of the research is elucidation of audiovisual media in the process of teaching Russian language as a foreign language. The task of the work is to study the existing types of audiovisual means of training; analysis of the possibilities of using audiovisual means as a modern type of training. The object of the research is audiovisual media, through which while learning of the Russian language as a foreign language appropriate mastering of the material is carried out. Descriptive method and method of analysis of intelligence information are used. As a result of the research, the main methodological aspects of work with audiovisual means of education on Russian as foreign language lessons were highlighted. Conclusions: 1. The key stages of the work are chosen according to the scheme «task – viewing a film – task». 2. The task before watching a movie involves analyzing information about the movie. 3. The tasks after watching a movie include exercises on understanding of the content, as well as the consolidation and introduction of the new vocabulary in the broadcast. 4. The broadcast of feature films has both an emotional effect, and serves as an impetus for activating an additional stimulus in the next educational, practical, and creative activity. The analysis made it possible for us to determine that the film's review must include the appropriate purpose, everyday situations, clear dialogues, in which repetitive words and phrases that occur on the film repeatedly help to better remember the new vocabulary and as a result – the development of speech activity students The ability to compare read and seen causes excessive interest of students and activates them into cognitive activity. The feature film is not a universal admission, but it has certain prerogatives: it provides work of educational value, which helps in the process of intensive language proficiency; suppresses the psychological potential of the student (development of attention, memory, thinking); promotes the interconnection of various types of speech activity; takes into account peculiarities of language usage in various stylistic aspects, etc.
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SERT, OLCAY, and MARWA AMRI. "Learning Potentials Afforded by a Film in Task‐Based Language Classroom Interactions." Modern Language Journal 105, S1 (January 2021): 126–41. http://dx.doi.org/10.1111/modl.12684.
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Kharismasari, Alvia, Ilfa Nurdina Ridho, Natasya Yasmin Kinanti, and Ahmad Chusyairi. "Pembuatan Film Pendek Allure Of Culture Dengan Teknik Edit Continuity Cutting." JTIM : Jurnal Teknologi Informasi dan Multimedia 1, no. 4 (February 21, 2020): 318–26. http://dx.doi.org/10.35746/jtim.v1i4.56.
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The short film Allure of Culture tells the story of the appeal of culture to the youngergeneration. Three teenagers from different cities with different languages, eachdifferent, and also each learning from each other. The film is set in the Banyuwangiarea. and has a lot of local cultural wisdom that is still preserved by the Banyuwangicommunity which attracts visitors, including teenagers. They will not forget theculture, now rarely use local languages, they do not want to forget local languages.The benefit of the short film Allure of Culture is to invite the Indonesian people tonot forget to keep preserving the culture of their respective regions. One of them stilluses local language everyday. Not only language, in this film also asked to remainrelated to culture, for example Banyuwangi the tradition of kebo-keboan. This filmuses the Continuity Cutting editing technique. The Continuity Cutting technique isa method of editing a film that contains an extension of two scenes that havecontinuity. The development method used is qualitative and quantitative methods.The conclusion obtained in this research is producing a film that aims to support theeducation in Banyuwangi for all of Indonesia, also invites Indonesian people,especially young people, to preserve local agriculture by using everyday languageand maintaining local wisdom.
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Marais, Elma. "A journey through digital storytelling during COVID-19 Students preparedness to use technology for learning in the language classroom." Research in Social Sciences and Technology 6, no. 2 (September 13, 2021): 169–82. http://dx.doi.org/10.46303/ressat.2021.17.
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The COVID-19 pandemic has forced lecturers at South African universities to reconceptualise their teaching and learning activities. Universities had to embark on remote teaching to salvage the 2020 academic year. This created the opportunity to draw on students’ creative and digital skills to promote digital storytelling as a way of enhancing their learning experience. This article describes the journey of a teacher educator and a group of students registered for a language didactics module in an initial teacher education programme. Film study was traditionally presented through lively conversations in a contact session where students could exchange their perceptions and opinions regarding various aspects of film. Because of the COVID-19 lockdown this approach had to be reviewed. The lecturer in question employed digital learning competencies to transform learning through the innovative use of digital tools and resources to rethink student engagement with film. Students were invited to create digital stories. The outcome of the process not only improved their understanding of teaching film but also promoted their digital competencies and empowered them to create resources they could use in their careers.
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Widayati, Sri. "EKRANISASI CERPEN FILOSOFI KOPI KARYA DEWI LESTARI (DEE) KE DALAM FILM FILOSOFI KOPI SUTRADARA ANGGA DWIMAS SASONGKO SEBAGAI ATERNATIF BAHAN AJAR DI SEKOLAH MENENGAH ATAS." Edukasi Lingua Sastra 16, no. 2 (October 20, 2018): 1–12. http://dx.doi.org/10.47637/elsa.v16i2.89.
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The core of the research is ekranisasi of short story Filosofi Kopi becomes the film of Filosofi Kopi. The aim of the research is to describe ekranisasi of short story Filosofi Kopi becomes film of Filosofi Kopi. The result of the research shows that there is enkranisasi shorthenage, addition, and the change of the plot of story, setting, and characters in the form of short story becomes film. Short story and film of Filosofi Kopi can be used as a choice of literature learning, especially learning of ekranisasi because to fulfill criteria of the choice of learning material such as language, psychology, and culture.
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Kurniawan, Oh Daniel, Hendra Prasetya, and Bernadinus Harnadi. "Educational Game Learning Japanese Language." Journal of Business and Technology 1, no. 2 (August 9, 2021): 62. http://dx.doi.org/10.24167/jbt.v1i2.3535.
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Language and culture is an applied been possessed by every man since born. Language is a in the form of communication with each other. In daily life, communicate with the family, friend, even work also need good ability. Therefore a use of language that well and properly should be owned individuals[1]. Nihon-Goo! Is a Game made from computer for the purpose as a medium and facilitate the process increase knowledge and understanding basic vocabulary and culture in japan. After 5 times playing of one each day, game testing was conducted to 40 people and fill the questionnaire. Post-test data result shows that the game makes the player having difficulty answering the questions, but still want to play it again and again. So even though they failed to try it, they still tried again and again.
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Kanellopoulou, Kermanidis, and Giannakoulopoulos. "The Dual-Coding and Multimedia Learning Theories: Film Subtitles as a Vocabulary Teaching Tool." Education Sciences 9, no. 3 (August 8, 2019): 210. http://dx.doi.org/10.3390/educsci9030210.
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The use of multimedia has often been suggested as a teaching tool in foreign language teaching and learning. In foreign language education, exciting new multimedia applications have appeared over the last years, especially for young learners, but many of these do not seem to produce the desired effect in language development. This article looks into the theories of dual-coding (DCT) and multimedia learning (CTML) as the theoretical basis for the development of more effective digital tools with the use of films and subtitling. Bilingual dual-coding is also presented as a means of indirect access from one language to another and the different types of subtitling are explored regarding their effectiveness, especially in the field of short-term and long-term vocabulary recall and development. Finally, the article looks into some new alternative audiovisual tools that actively engage learners with films and subtitling, tailored towards vocabulary learning.
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Poli, Anna, and Fulvio Benussi. "Teaching and learning cinema and visual languages through economics-business studies and law in high school: An experimental interdisciplinary approach." World Journal on Educational Technology 8, no. 1 (May 2, 2016): 62. http://dx.doi.org/10.18844/wjet.v8i1.502.
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In Italy, little is being done to promote cinema studies and the ability to analyse films and/or multimedia works among high school students. Although Italian legislation provides guidelines on specific learning objectives, activities and content to be included in high school courses, film and media language is still not encouraged in schools. The pilot introduction of cinema at the C. Tenca High School in Milan had the aim of demonstrating the value of film as an educational and epistemological resource and fostering the development of innovative interdisciplinary teaching strategies. Themes related to cinematographic language, Economics-Business Studies and law were introduced and analysed via the exploration of early films (late 1800s and early 1900s). The students investigated the topics of advertising, building a brand name, online marketing and the role of the media in shaping public opinion. In order to enhance students’ skills in analysing interactive communications, we introduced the themes of data journalism and fact-checking. The results are discussed in terms of a possible role for Cinema in the study of Economics-Business Studies and Law and of how cinema might become an interdisciplinary resource for other school subjects. Keywords: Secondary School Social Science Curriculum, Interdisciplinary Approach, Cinema, Economics-Business Studies and Law, New Media, Promoting Active Learning.
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Jesica Vanessa, Hutapea, and Suwastini Ni Komang Arie. "USING SHORT FILMS FOR TEACHING ENGLISH WHILE BUILDING CHARACTERS." Lingua Scientia 26, no. 1 (July 22, 2019): 33. http://dx.doi.org/10.23887/ls.v26i1.18846.
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The role of teachers in EFL/ESL classroom is very important for the improvement of the students since it is believed that professional and creative English teachers can help students in learning English well. However, many teachers still lack the effort in finding new ideas and in improving their professionalism as a good English teacher. Yet, with the development of technology nowadays, many media are worth to be considered in teaching English. One of the media that is being actively mentioned in educational world nowadays is short film. In this case, short film is believed to be one of the appropriate ways in teaching English especially in teaching the character education presented in it. With short film, students can have more exposure to authentic English and the culture of the target language. But another important benefit is often overlooked by teachers, that is the possibility of learning values for building the students’ characters through the use of short film in the learning process. This present paper will try to respond to this fact by identifying the values of character educations in a short film entitled Piper from Pixar animation through textual analysis. There are character educations that revealed about parenting, self-supporting, and friendship value in the film. Thus, it can be concluded that when chosen correctly, short films can be a media for building students’ characters while developing their English, all in a more entertaining, relaxed, and enjoyable media that meet the students’ 21st century contexts.
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Goziyah, Goziyah. "Analisis Wacana Kritis Film Rudy Habibie dalam Meningkatkan Kemampuan Berpikir Kritis Mahasiswa." Diksa : Pendidikan Bahasa dan Sastra Indonesia 5, no. 2 (December 29, 2019): 77–85. http://dx.doi.org/10.33369/diksa.v5i2.9914.
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Discourse analysis has been noticed by several language researchers and educators over the past two decades. This study aims to analyze the use of discourse analysis on film as a medium of learning in improving students' critical thinking skills, especially in learning discourse analysis. Rudy Habibie's film is used as a medium for this analysis. The conceptual framework framework for Fairclough was adopted in this study, with a focus on analyzing meso-level critical discourse. This study explores how discursively formed in the process of production, distribution, and consumption in the film Rudy Habibie. This finding illustrates various behaviors taken from the Rudy Habibie film which aims to express stereotypes, prejudices, hegemony, power, and ideological attitudes. The ideology presented leads the audience through the film's story as a result of text production, distribution, and consumption. Representation contributes to building social strength. Furthermore, this research is believed to have implications for language teaching, especially in discourse analysis. The application of a critical discourse analysis approach in learning makes students able to understand the writer, find meaning and reason about certain writing styles and to enhance their critical thinking.
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Tg Abdul Rahman, Tg Ainul Farha, Abdul Rahman Chik, Muhammad Sabri Sahrir, and Mohd Shukri Nordin. "A REVIEW OF DOCUMENTARY FILM AS AUTHENTIC INPUT IN ENHANCING WRITING SKILLS IN ASL SETTING." Journal of Nusantara Studies (JONUS) 2, no. 1 (June 30, 2017): 99. http://dx.doi.org/10.24200/jonus.vol2iss1pp99-110.
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The objectives of this paper are three folds: firstly, to highlight the studies which have used documentary film as authentic input in teaching second language skills, secondly to review the studies which have used documentary film in enhancing the second language writing skill, and lastly to offer ways to deal with documentary film in improving Arabic as a Second Language (ASL) writing skill. For this purpose, the paper analyses related literature review and previous studies in the field. The literature review shows the concern of second language practitioners as well as scholars in the field in using documentary film in the learning process. However, studies related to ASL are very scarce. There are four steps to be adopted for the purpose of linking documentary film input with enhancing writing skills output. The paper also highlights the strengths of documentary film as authentic input in language teaching as well as putting forth some technical advice and suggestions to improve the selection of teaching materials. Keywords: TASL, teaching material, Arabic for specific purposes, Arabic writing skill, authentic inputCite as: Tg Abdul Rahman, T.A.F, Chik, A.R., Sahrir, M.S., & Nordin, M.S. (2017). A review of documentary film as authentic input in enhancing writing skills in ASL setting. Journal of Nusantara Studies, 2(1), 99-110.
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Hadijah, Sitti, Marhamah Marhamah, and Shalawati Shalawati. "INTERACTIVE AND EDUCATIVE LEARNING MEDIA IN ENGLISH LANGUAGE TEACHING AT SENIOR HIGH SCHOOLS." AL-ISHLAH: Jurnal Pendidikan 12, no. 2 (December 30, 2020): 304–15. http://dx.doi.org/10.35445/alishlah.v12i2.202.
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This research aims to describe senior high school students’ perspectives about the use of learning media in English language teaching context and to investigate the sorts of interactive and educative learning media in English language teaching. This research worked on descriptive research design, both qualitative and quantitative data were collected through a questionnaire. This study involved 171 senior high school students who voluntary filled in the questionnaire. The research findings reveal that the use of learning media to support learning process needs to be improved since the media used needs to be adjusted with the current trend of learning that is technology-based learning media. In addition, Powerpoint slides, video, film, online or traditional games were found as interactive and educative learning media from the students’ perspectives. The students are excited when the teachers are presenting media in their learning process, even though it only simply presented through Powerpoint. In other words, learning media has an essential role to support effective learning atmosphere for the students.
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Akchurina, Alexandra Romanovna, Svetlana Yurevna Kuznetsova, and Svetlana Dmitrievna Firsova. "ESL intergroup extracurricular creative project - based learning in college." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2020): 96–110. http://dx.doi.org/10.51314/2073-2635-2020-4-96-110.
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The article describes the experience of implementing intergroup extra-curricular student-driven creative projects «Halloween Short Horror Film», «Christmas Miracles» и «Lockdown Web Series». All the aforementioned projects were designed for and carried out by the frst year Bachelor Journalism students as part of their English language course in 2019-2020. The current research found that intergroup creative collaborative projects help achieve a number of objectives: to build a stronger college community, to improve team-working and language skills and also to promote autonomous learning. The research paper provides a step-by-step procedure for implementing each project and analyses the student feedback data.
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Kim, Hye-Jeong. "The Value of Film as Material for Learning a Foreign Language: Using Posh Discourse." Journal of the Korea Contents Association 16, no. 2 (February 28, 2016): 643–51. http://dx.doi.org/10.5392/jkca.2016.16.02.643.
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Re, Lucia. "Futurism, Film and the Return of the Repressed: Learning from Thaïs." MLN 123, no. 1 (2008): 125–50. http://dx.doi.org/10.1353/mln.2008.0054.
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Grin, Nadezhda. "COMMUNICATIVE ORIENTED EDUCATION." Scientific Papers Collection of the Angarsk State Technical University 2021, no. 1 (July 5, 2021): 352–55. http://dx.doi.org/10.36629/2686-7788-2021-1-1-352-355.
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This article discusses the communicative nature and the communicative principle of learning. Special attention is paid to the role of the video film as an effective means of teaching intercultural communi-cation in a foreign language. The communicative approach allows you to model a language situation that is close to the real situation of communication, without using your native language.
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Bocci, Fabio. "Movies in Education: A Non-Formal Approach for Lifelong and Lifewide Learning." Educatia 21, no. 19 (December 19, 2020): 4–10. http://dx.doi.org/10.24193/ed21.2020.19.01.
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The cinematic language, in addition to acting as a persuasive mediator to be used in training contexts, can represent a meeting point between non-formal and formal education in the different lifelong-lifewide learning contexts. In this paper, the author specifies what we usually define as cinematic experience starting from the correlation between physical space (I’m going to the cinema) and visual act (I’m going to see a film).Then, he describes the components of the cinematic language (for example: long/full shot, plan américain/medium long shot, medium shot, medium close-up, close-up and extreme close-up, extreme wide, long/wide, etc.).Moreover, the author presents the psycho-pedagogical characteristics that are activated while participating in the viewing of a film. Finally, describes two examples of non-formal education through cinematic language. The first one refers to the Visualfest, a contest organized by the Department of Education of Roma Tre University, that aims to promote the dissemination of works created by scholars, teachers, students, educators and professionals who use images as a vector of knowledge. The second one is Co-Educa, an initiative of co-education, of alliance between the scholastic-editorial-cultural-scientific fields for the construction of a network of active subjects and the establishment of an authentic pedagogical agora.
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Karini, Zulia. "Learning Fun English Using Total Physical Response Method." IJECA (International Journal of Education and Curriculum Application) 1, no. 3 (December 30, 2018): 23. http://dx.doi.org/10.31764/ijeca.v1i3.2127.
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One of the difficult parts of learning the target language for English language learners is the acquisition of vocabulary. Most learners find that English is a hard subject to be studied. However, they can enjoy learning English when it is taught in a fun way. Using games for teaching vocabulary has been very popular for several decades. Different studies revealed that games are beneficial in vocabulary learning because they enhance students’ ability to memorize words, encourage student’s interaction, improve their communicative skills and enhance students’ motivation. Games also can help the teachers to create contexts in which the language is useful and meaningful. Watching a movie is also a great way to learn English. Learners can improve their vocabulary while watching a film. Total Physical Response method can also be applied when teaching English for children. This method makes language skills more quickly understood and understood by children the use of functional English like "Show and tell". Fun English learning activities (over English learning) was done this time, considering how enthusiastic the children in Taman Baca Kudi Dusun Cunil Pegalongan village Banyumas in every activity given. This English learning activity also aims to provide English introduction materials early so that they will be accustomed to facing all things related to the English language.
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Moraru, Mirona, and Alida Payson. "Dirty pretty language: translation and the borders of English." TranscUlturAl: A Journal of Translation and Cultural Studies 9, no. 2 (September 22, 2017): 13. http://dx.doi.org/10.21992/t9c65n.
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This article analyses the politics of English, and translation into Englishness, in the film Dirty Pretty Things (Frears). With a celebrated multilingual cast, some of whom did not speak much English, the film nevertheless unfolds in English as it follows migrant characters living illegally and on the margins in London. We take up the filmic representation of migrants in the “compromised, impure and internally divided” border spaces of Britain (Gibson 694) as one of translation into the imagined nation (Anderson). Dirty Pretty Things might seem in its style to be a kind of multicultural “foreignized translation” which reflects a heteropoetics of difference (Venuti); instead, we argue that Dirty Pretty Things, through its performance of the labour of learning and speaking English, strong accents, and cultural allusions, is a kind of domesticated translation (Venuti) that homogenises cultural difference into a literary, mythological English and Englishness. Prompted by new moral panics over immigration and recent UK policies that heap further requirements on migrants to speak English in order to belong to “One Nation Britain” (Cameron), we argue that the film offers insights into how the politics of British national belonging continue to be defined by conformity to a type of deserving subject, one who labours to learn English and to translate herself into narrow, recognizably English cultural forms. By attending to the subtleties of language in the film, we trace the pressure on migrants to translate themselves into the linguistic and mythological moulds of their new host society.
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Kalicanin, Milena M. "CONTROVERSY IN THE CLASSROOM: THE CASE OF TRAINSPOTTING." Journal of Teaching English for Specific and Academic Purposes 6, no. 1 (March 8, 2018): 043. http://dx.doi.org/10.22190/jtesap1801043k.
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Since learning a language naturally entails the understanding of a cultural context in which it is used (Kramsch, 1993), it goes without saying that cultural awareness will be best acquired when students immerse themselves in the country of the target culture (Istanto, 2008). The role of the teacher in nurturing cultural understanding is to “take on the role of culture educator and deliberately assist students with their process of cultural analysis.” (Istanto, 2009: 280) One of the ways to teach culture has definitely been to ask students to watch films of the target culture. This paper deals with the classroom experiment of teaching “Trainspotting”. The students were divided into two groups with the task of presenting and interpreting different aspects of the film for the sake of enhancing classroom communication, as well as introducing prevalent concerns of contemporary Scottish society. The first (linguistic) group had to report on the usage of the authentic Scots in the film with a special attention to its title – to investigate the root and meaning of the word “trainspotting”, and the second (cultural) group had quite a demanding task to discuss the issues of urban Scottish youth culture. Though dealing with rather controversial themes, the practical case of teaching Trainspotting, based primarily on the interactive and communicative way of learning, verily illustrates “how film can be used in an innovative way for teaching the target language and culture” (Istanto, 2008:290).
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Pawlak, Mirosław, and Zuzanna Kiermasz. "The use of language learning strategies in a second and third language: The case of foreign language majors." Studies in Second Language Learning and Teaching 8, no. 2 (July 24, 2018): 427–43. http://dx.doi.org/10.14746/ssllt.2018.8.2.11.
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Although multilingualism has become a fact of life in the last few decades, this phenomenon has largely failed to find a reflection in research on language learning strategies. Even when scholars have addressed this issue, it has mostly been done with the purpose of proving the advantage of multilingualism over bilingualism, and scant attention has been given to how the nature, utility or status of a particular additional language can impact the frequency and patterns of strategy use. The present paper seeks to partially fill this gap by investigating the employment of strategies by 107 Polish university students majoring in English and, at the same time, being required to reach a high level of proficiency in another additional language. The data were collected by means of the Strategy Inventory for Language Learning (Oxford, 1990) and interviews conducted with selected participants. A combination of quantitative and qualitative analysis demonstrated that strategy use in the second language was higher than in the third language, both overall and with respect to specific groups of strategies, mostly traditional and memory strategies were deployed, and the outcomes could be attributed to the proficiency level in both languages and varied motivation to master these languages.
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Laviosa, Sara. "Translation as Adaptation for Language Pedagogy." Linguaculture 2014, no. 1 (February 1, 2014): 63–72. http://dx.doi.org/10.1515/lincu-2015-0014.
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Abstract This paper explores, within an ecological perspective on language learning (cf. van Lier 2004), the valuable role that translation as adaptation can play in mediating and making sense of cross-cultural experiences in the multilingual language classroom. The aim is to develop a multilingual pedagogy that includes translation as adaptation as an integral part of the language curriculum in order to foster translingual and transcultural competence, this being the goal of foreign language education in the 21st century (cf. MLA 2007:2). The first part of the paper introduces the theoretical framework that conceptualises translation as being closely related to adaptation. It then analyses salient scenes from Gianni Amelio’s bilingual drama La stella che non c'è/The Missing Star/L'Étoile Imaginaire (2006) filmed in Italy and China and screened in competition as part of the 2006 Venice Film Festival. Moving on from research to pedagogic practice, the final part of the paper outlines a teaching unit that is based on the film and is aimed at undergraduate L1 Chinese learners of Italian and L1 Italian learners of Chinese. The objective of the pedagogic unit is to raise awareness of the transformative power enshrined in linguistic and cultural exchanges mediated by audio-visual translation as an eminent example of adaptation.
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Maia, Fabrício Simplício, Daiane Messer, Eduarda Paiz, and Simone Seganfredo. "Processo decisório: análise fílmica com base no filme Treze dias que abalaram o mundo." Revista Foco 12, no. 1 (February 24, 2019): 45. http://dx.doi.org/10.28950/1981-223x_revistafocoadm/2019.v12i1.632.
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O presente estudo tem como objetivo realizar uma análise do filme “Treze dias que abalaram o mundo” em contraponto com os pressupostos teóricos do tema processo decisórios, demonstrando como a análise fílmica aliada à teoria traz a lume a aprendizagem e discussão. Através de seu método de linguagem metafórica, a análise fílmica condiciona um olhar analítico a medida em que determinadas partes do filme são correlacionadas a teorias existentes, além de produzir uma linguagem interpretativa. O estudo caracteriza-se como qualitativo, assumindo perfil descritivo e bibliográfico. Para obter os resultados, realizou-se uma revisão da literatura, permitindo a coleta de dados secundários e que deram suporte à realização do estudo. A etapa correspondente à análise fílmica permitiu uma comparação entre as etapas do processo decisório e sua aplicação percebida no filme 13 Dias que Abalaram o Mundo. Por fim, foi possível identificar, no decorrer do processo decisório do filme, a existência de conflitos e também como as experiências pessoais influenciam na tomada de decisão e na aplicação da estratégia estabelecida. The present paper aims to analyze the movie "Thirteen Days" against the theoretical assumptions of decision-making, showcasing how the film analysis jointed to the theory spotlights the learning and the discussions. Through the metaphorical language method, the film analysis sets up an analytical view to the extent in which relations are established between film parts and existing theories, and an interpretative language. The research is classified as qualitative, assuming a descriptive and bibliographic profile. To obtain the results, a literature review was conducted, allowing for secondary data collection supporting the execution of the research. The step corresponding to the film analysis allowed a comparison between the phases of decision-making and their perceived application in the film Thirteen Days. Finally, it was possible to identify, along the decision-making process in the film, the existence of conflicts, and how personal experiences influence the decision-making and the established strategy's application.
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Gareis, Elisabeth, Martine Allard, Susan Gill, and Jacqueline Saindon. "Beyond Entertainment: Novels and Film Adaptations in the ESL/EFL Classroom." TESL Canada Journal 15, no. 2 (July 1, 1998): 50. http://dx.doi.org/10.18806/tesl.v15i2.701.
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This article explores techniques for use with longer works of literature and their film versions. Activities include discussions and writing assignments exploring the content of the selected novel or play, whole language exercises combining skill practice with social interactions, a video project allowing students to assume the roles of actors and crew members in their own production of the novel or play, and language learning tasks accompanying the viewing of the novel's or play's movie adaptation.
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Belozerova, Anna, and Elena Kotova. "Cinematographic Living Room as a Means of Forming Linguocultural Consciousness in The Context of Online Learning." E3S Web of Conferences 258 (2021): 07060. http://dx.doi.org/10.1051/e3sconf/202125807060.
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The article presents the experience of working on the formation of linguistic and cultural consciousness in the lessons of Russian as a foreign language in the framework of the cinematographic living room in the context of online learning. The study uses a competence-based approach that forms the speech competencies of students, which are necessary for their active inclusion in the process of communication with native Russian language speakers. The authors describe the methodology for working with a feature / documentary / animated film. The choice of principles that forms linguocultural consciousness (the principle of anthropocentrism, the principle of communicativeness, the principle of interrelated learning, the principle of visibility, the principle of co-learning of language and culture) is substantiated. A set of exercises is presented that contribute to the effective construction of the learning process: from preview exercises in order to expand and consolidate lexical-grammatical and structural-semantic skills - through conditional speech exercises at the stage devoted to working with key episodes - to an independently issued statement after linguocultural analysis of the film text. Summarizing the experience of working in the format of a cinematographic living room, the authors come to the conclusion that the use of texts from Soviet and Russian cinema contributes to the formation of the linguocultural consciousness of foreign students, expanding their knowledge of the country of the target language, enriching vocabulary and cultural fund. The presented material will be useful for teachers of Russian as a foreign language and students of philological specialties.
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Narawaty, Dede. "MAKNA IMPLISIT DALAM FILM PURSUIT OF HAPPINESS KARYA GABRIELE MUCCINO." Pujangga 2, no. 2 (April 3, 2018): 26. http://dx.doi.org/10.47313/pujangga.v2i2.395.
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<p>ABSTRACT<br />The purpose of this study is to analyze the use of language in the film "Pursuit of Happiness" by Gabriele Muccino<br />to express the implicit meaning. Besides, the writer hopes that the audience understands the content of the film. The<br />method used to analyze the novel is by using qualitative method containing an intrinsic element. After the writer<br />analyzes the movie "Pursuit of Happiness" through the analysis of implicit meaning, finally the writer can draw the<br />conclusion that there are many implicit meanings in the film "Pursuit of Happiness".<br />Keywords: semantics, meaning change, meaning shift, characters dialogues, narrative texts, language<br />learning</p>
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Ершов, Денис, and Denis Ershov. "The use of movie in forming English-speaking lexical competence of Vietnamese students." Universities for Tourism and Service Association Bulletin 11, no. 3 (September 15, 2017): 39–47. http://dx.doi.org/10.22412/1999-5644-11-3-4.
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The article is devoted to the development and testing of the method of using authentic films for the formation of English-speaking lexical competence of Vietnamese students. The results of the work have shown their effectiveness in the course of scientific and industrial practice in teaching students in the department of phonetics and vocabulary of the English language. Their significance (scientific contribution) and conclusions were noted during the defense of the master's thesis by the members of the State Examination Commission, in Moscow State Pedagogical University on the 11th of February. The field of application of the results is quite extensive: the results of the research can be useful both for teachers of a foreign language, and for students studying in the field - Pedagogical education. The limitations and directions of future research will be related to the study of "Germanic languages" and their application in pedagogical practice using a different methodological base and didactic approaches. In the absence of a language learning environment, ways of creating it are created by working on authentic works of art-films shot abroad. The subject of the study is the technology of forming English-speaking lexical competence among Vietnamese students in Russia on the basis of foreign experience. The aim of the article is to develop a methodology for the formation of English-speaking lexical competence among Vietnamese students. Research hypothesis: the technology of forming English-speaking lexical competence among Vietnamese students will be more effective if: -the theoretical basis for the formation of foreign vocabulary lexical competence among students of the teacher training Universities with the use of an authentic film in the studied language was singled out, and their main components were singled out; - as a methodological reference point, a communicative-cognitive approach to the formation of lexical English-speaking competence was chosen in combination with such approaches as intercultural, personal-activity and competence; -developed a system of exercises and tasks to learn foreign language lexical material using an authentic film.
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Lipiner, Michael. "Lights, Camera, Lesson: Teaching Literacy through Film." E-Learning and Digital Media 8, no. 4 (January 1, 2011): 375–96. http://dx.doi.org/10.2304/elea.2011.8.4.375.
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This in-depth case study explores a modern approach to education: the benefits of using film, technology and other creative, non-conventional pedagogical methods in the classroom to enhance students' understanding of literature. The study explores the positive effects of introducing a variety of visual-based (and auditory-based) teaching methods to learners within an urban high school English language arts inclusion classroom. The study group reads literature, analyses films and works on various creative assignments, such as incorporating music lyrics, using computer technology and creating art. The study outlines supplemental assignments designed to have students respond critically to literature within a creative learning environment. As a result, the students' grades improve, and they are able to stay connected with the readings. The case study also references similar professional case studies, authors and educational theorists.
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Meinawati, Euis, and Eni Irfiani. "PENGARUH MOTIVASI BELAJAR DAN MEDIA BELAJAR DIGITAL TERHADAP KEMAMPUAN BAHASA INGGRIS." Paradigma - Jurnal Komputer dan Informatika 18, no. 2 (December 9, 2016): 25–36. http://dx.doi.org/10.31294/p.v18i2.1179.
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This study aims to determine the effect of learning motivation and learning media toward English language proficiency. The method used in the study is an experiment with a 2x2 factorial design. The technique used to analyze the data in this study is the technique of analysis of variance (ANOVA) 2 lanes at significance level α = 0.05 and α = 0.01. If the analysis is found in the interaction, then followed by Tuckey test. Normality test conducted using the test Liliefors, while the homogeneity test using Bartlett's test with a confidence level of α = 0.05. The results showed that there were differences between the groups of English learning students learn to use digital games and movies for Fh (k) = 8,130 to Ft (0,05) = 4:04 (Fh (k)> Ft), then there is an interaction effect between English language learning with digital games and movies for Fh (bxk) = 26 168, with Ft (0,05) = 4:04 (Fh (k)> Ft), there are differences in English proficiency among students studying with digital games and learning with film on the group of students who have high motivation because the Q value of count is 9617, with Q table at significant level 5% the amount was 2.86, and that there was no difference between the English skills of students studying with digital games and learning with the film on group of students who have low motivation for the Q value of count is 0839 with the Q table at significant level of 5% was 2.86 magnitude. Keyword: English Language, Learning Motivation, Learning Digital Media
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Hasanah, Arinil. "PENINGKATAN KETERAMPILAN MENULIS KARANGAN NARASI MATA PELAJARAN BAHASA INDONESA MENGGUNAKAN MEDIA FILM." MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman 8, no. 2 (December 31, 2017): 140. http://dx.doi.org/10.31942/mgs.v8i2.2626.
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AbstrakPenelitian ini bertujuan untuk meningkatkan keterampilan menuliskarangan narasi menggunakan media film mata pelajaran Bahasa Indonesiapada siswa kelas V MI Al Hadi Girkusuma Demak dan sejauh manapenerapan media film dapat meningkatkan keterampilan menulis karangannarasi mata pelajaran Bahasa Indonesia pada siswa kelas V MI Al Hadi 3Girikusuma Demak. Desain penelitian ini adalah penelitian tindakan kelasdengan subyek penelitian siswa kelas V MI Al Hadi 3 Girikusuma Demakdengan jumlah siswa sebanyak 32 peserta didik.Pengumpulan data dalam penelitian ini dilakukan dengan cara melakukanobservasi, tes tertulis pada akhir penerapan siklus, dan melihat dokumentasinilai menulis karangan narasi mata pelajaran Bahasa Indonesia sebelumpenerapan media film, dan nilai rata-rata tes tertulis akhir pembelajarantiap-tiap siklus dengan penerapan media film dianalisis menggunakankualitatif deskriptif. Prestasi belajar siswa mengalami peningkatan setiapsiklusnya. Nilai rata-rata tes tertulis dari siklus I sampai siklus II jugamengalami peningkatan dibandingkan sebelum penerapan media film. Nilairata-rata tes tertulis sebelum penerapan media film sebesar 58,13, nilai rata-rata siklus I sebesar 75,81 dan nilai rata-rata siklus II sebesar 84,8.Selanjutnya prosentase ketuntasan belajarnya juga mengalami peningkatanyaitu pra siklus 28,1%, siklus I 75%, dan pada siklus II 93,75%. Sedangkananak yang mendapat nilai telah mencapai kriteria ketuntasan minimal(KKM) 75 juga mengalami peningkatan yaitu pra siklus ada 9 siswa, padasiklus I 24 siswa dan pada siklus II ada 30 siswa. Berdasarkan analisisdiperoleh simpulan bahwa ada peningkatan yang signifikan antara sebelumdan sesudah penerapan media film dalam pembelajaran menulis karangannarasi pada mata pelajaran Bahasa Indonesia.Kata Kunci : Peningkatan, keterampilan Menulis Narasi, Media FilmArinil Hasanah Peningkatan Keterampilan Menulis...2 MAGISTRA - Volume 8 Nomor 2 Desember 2017AbstractThis study aims to improve writing skill on narrative essay using film mediaon Indonesian language subjects in fifth grade of MI Al Hadi GirikusumaDemak, and how far the application of film media can improve the writingskill on narrative essay in Indonesian language subjects for them. Thedesign of this study is classroom action research with the subjects are 32fifth grade students of MI Al Hadi 3 Girikusuma Demak.Data collection in this study was carried out by conducting observations,written tests at the end of the cycle, and find out the documentation ofwriting skill score on narrative essay in Indonesian subjects before theapplication of film media, and the average written test scores of each cycleof learning with the application of media films were analyzed usingdescriptive qualitative. Student learning achievement has increased everycycle. The average value of written tests from cycle I to cycle II also increasecompared before the application of film media. The average value of thewritten test before the application of film media is 58.13, the average valueof the first cycle is 75.81 and the average value of the second cycle is 84.8.Furthermore, the percentage of mastery learning also increased, namelypre cycle 28.1%, cycle I 75%, and in the second cycle 93.75%. Whereaschildren who scored have reached the minimum completeness criteria(KKM) 75 also experienced an increase namely pre-cycle there were 9students, in the first cycle 24 students and in the second cycle there were 30students. Based on the analysis, it was concluded that there was asignificant increase between before and after the application of film mediain learning to write narrative essays on Indonesian subjects.Keywords: Improvement, Narrative Writing skills, film Media
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De Sousa, Vanda. "What do learners need to know about cinema? film as a learning tool in adult education." Andragoška spoznanja 22, no. 3 (November 12, 2016): 21–32. http://dx.doi.org/10.4312/as.22.3.21-32.
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The author reflects upon the dominating culture of images in the today’s fragmented and globalised world. She examines the cinematographic text as a tool that can be used in the process of adult education, facilitating the education of the generations who, unlike younger generations, were not born into the world of images. The author argues that teaching and learning about cinema can represent a tool which enables individuals to acquire cinematographic literacy and discover their psychological, cultural and social selves. The author starts by examining the cinematographic text as a consequence of the technological evolution. She goes on to describe the evolution of the cinematographic text, emphasizing its grammar, syntax and semantics, while focusing on the advantage of the cinematographic text and language over other languages, since such text leads to free interpretation and learning. Finally, she discusses film as a teaching and/or learning tool that puts an end to the hermeneutics, reveals the other (not the self), and leads to the comprehension and construction of our individual, social and cultural identity.
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Hanna, Louise, David Barr, Helen Hou, and Shauna McGill. "An Exploration of the Relationship between Modern Foreign Language (MFL) Teachers and Computer Assisted Language Learning (Call)." International Journal on Integrating Technology in Education 9, no. 4 (December 30, 2020): 1–9. http://dx.doi.org/10.5121/ijite.2020.9401.
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A study was carried out with 33 teachers of Modern Foreign Languages (MFL) to obtain information on the interaction of classroom professionals with Computer Assisted Language Learning (CALL) and digital technologies in Second Language (L2) education. MFL teachers were recruited through Facebook groups in the UK. Research subjects were asked to fill out a questionnaire with CALL-specific statements. Significantly, participants recognised a gap in practice versus the expectation of CALL in the MFL classroom. Overall, participants were shown to be interested adopted and daily users of CALL who appreciated its ease and importance for teaching and learning in L2 pedagogy.
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Imam, Jaka, and Wildana Wargadinata. "Tarqiyatu fahmi al-Mufradāti bi-sti’māli al-Aflāmi al-‘arabiyyati Li talāmīżi al-Ṣaffi al-Ṡāni bi al-Madrasati al-‘āliyati al-Hukūmiyyati al-Ṡāniyati bi Bandung." al Mahāra: Jurnal Pendidikan Bahasa Arab 6, no. 1 (June 24, 2020): 99–118. http://dx.doi.org/10.14421/almahara.2020.061.06.
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The lack of mastery of mufradāt is one of the factors of the difficulty in mastering language skills, and Madrasah in particular does not have material specifically devoted to mufradāt. Mufradāt is taught along with language skills. This is intended to help students focus on the mahārah which must be mastered. This article aims to increase the understanding and mastery of mufradāt in Madrasah Aliyah in grade 11 of MAN 2 Padang Religious Program. The problem that arises in this school is the lack of mastery of mufradāt in students which makes it difficult for them to understand teaching materials. Based on that, this research is limited to three important points; the technique of using film media in learning mufradāt,, the levels of students' mastery of mufradāt before the action, and the level of mastery of students in mufradāt after the action. The study used classroom action research method which is carried out in two cycles. The results of the study show that the steps in using film media have several points, giving a list of mufradāt, watching the film, reading the text hiwār from the film, giving difficult vocabulary and test. In the first cycle the value of students previously 66% to decreased to 58.37%, while in the second cycle increased to 86.46%.
Keywords: Film, Arabic Learning, Arabic Vocabulary
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P, Malathy. "TEACHING LANGUAGE THROUGH TECHNOLOGY." Kongunadu Research Journal 1, no. 2 (October 30, 2019): 4–5. http://dx.doi.org/10.26524/krj28.
Full textAbstract:
Teaching is demanding, exciting and gratifying. Students arrive in the classroom to learn and the task of the teacher becomes easier. Maintaining motivation then becomes the main objective. Brian O’Connell says “Without motivation, learning doesn’t take place.” Before teaching a class, it is essential to prepare and collect enough materials to cover the allocated teaching time. Teaching materials are used to promote learning, to maintain interest, to add variety to the lesson and to relate one subject to other subjects. There is a vast range of materials for teachers to use, although some are more readily available in certain countries than in others. Teachers always need more and more materials to keep up to date, and to renew worn items. It is useful to be aware of the applications of Modern Technology in the classroom although it is not readily available in many colleges or not available at all. Students enjoy variety in classroom and welcome the introduction of any form of film and screen presentations. The novelty factor immediately gains the full attention of the individual. And a highly professional studio production almost guarantees interest that will be maintained throughout the screening. Thus teaching through Technologies becomes a pleasurable experience for the students to learn. Modern appliances like Computers, Projectors, CD Player can be used in teaching. But all kind of Technologies still need the presence of a teacher, his smile, his heart and his motivation. The aim must be to produce a new generation full of humanity and life and not Computer – like students.
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Žižka, Jan, and Vadim Rukavitsyn. "Automatic Categorization of Reviews and Opinions of Internet." International Journal of Online Marketing 1, no. 2 (April 2011): 68–77. http://dx.doi.org/10.4018/ijom.2011040105.
Full textAbstract:
E-shopping customers, blog authors, reviewers, and other web contributors can express their opinions of a purchased item, film, book, and so forth. Typically, various opinions are centered around one topic (e.g., a commodity, film, etc.). From the Business Intelligence viewpoint, such entries are very valuable; however, they are difficult to automatically process because they are in a natural language. Human beings can distinguish the various opinions. Because of the very large data volumes, could a machine do the same? The suggested method uses the machine-learning (ML) based approach to this classification problem, demonstrating via real-world data that a machine can learn from examples relatively well. The classification accuracy is better than 70%; it is not perfect because of typical problems associated with processing unstructured textual items in natural languages. The data characteristics and experimental results are shown.
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Ragpot, Lara. "Film as teacher education genre: Developing student agency in the production of #Taximaths – How children make their world mathematical." South African Journal of Childhood Education 4, no. 2 (December 24, 2014): 18. http://dx.doi.org/10.4102/sajce.v4i2.210.
Full textAbstract:
The article reports on the process of producing a film for students in a university course. The purpose of the production was to make local film material that could assist students in their learning of developmental cognitive psychology theory in general, but specifically also the mathematical cognition of children. Although the students in the production team set out as actors and technical helpers, they gradually appropriated their acting roles and the plot of the story to the extent that they learned the theory that the film was portraying. Not only did they show interest in the psychology texts and the story, but they also developed agency – they became the owners of the film. The argument of this paper is that a multimodal foundation in teacher education can give students multiple semiotic entry points, but also, if given the opportunity to make a dramatic film, they can learn the content of mathematical cognition while learning film production. The article argues that contemporary teacher education programmes are by their very nature briefed to be multimodal, because teachers’ work in schools in the 21st century requires more than language text and oral, in-person communication.