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All Journal Lingua Cultura POLYGLOT Proceedings of ISELT FBS Universitas Negeri Padang
Rentauli Mariah Silalahi
Institut Teknologi Del
Education Languange, Linguistic, Communication & Media

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Journal : POLYGLOT

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UNDERSTANDING VYGOTSKY’S ZONE OF PROXIMAL DEVELOPMENT FOR LEARNING Rentauli Mariah Silalahi
Polyglot Vol 15, No 2 (2019): July
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v15i2.1544

Abstract

Vygotsky is the father of the Zone of Proximal Development (ZPD) theory who claims that a leaner can do what he can almost do alone with the presence of assistance. This literature study aims at investigating what factors need to be present for developing someone’s potential. From the literature study, it was found that there are six factors that need to be present, including assistance, mediation, cooperation, imitation, target and crises. With the presence of assistance from the more capable other and keeping attention to the six important factors, a learner will be able to do what he/she can almost do alone.BAHASA INDONESIA ABSTRAK: Vygotsky adalah penemu konsep Zona Perkembangan Proksimal yang menyatakan bahwa seseorang yang belajar akan mampu melakukan apa yang hampir dapat dilakukannya secara mandiri dengan tersedianya bantuan. Studi kepustakaan ini bertujuan untuk meneliti unsur apa saja yang penting untuk membantu perkembangan potensi seorang pelajar. Dari studi kepustakaan ditemukan bahwa ada enam unsur yang penting yakni bantuan, mediasi, kerjasama, kemampuan untuk meniru, sasaran dan masa sulit atau keluar dari zona nyaman. Dengan adanya bantuan dari orang yang lebih mampu dan kehadiran dari enam unsur tersebut, seorang pelajar akan mampu melakukan apa yang hampir dapat dilakukannya sendiri.
THE ADULT-CHILD DYAD AS A PROBLEM-SOLVING SYSTEM: AN EXPERIMENT WITH ONE BILINGUAL INDONESIAN CHILD Rentauli Mariah Silalahi
Polyglot Vol 17, No 1 (2021): JANUARY
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v17i1.2432

Abstract

This study tries to reveal how the transition from interpsychological to intrapsychological functioning happens in an adult-child dyad’s activity involving a 3.6 year-old-child and the child’s mother. The study explores how the adult and child divided up the strategic responsibilities for carrying out a problem-solving task of completing a puzzle. The experiment, which took place in the child’s living room and lasted for 48 minutes, was videotaped and observed while all utterances by the adult and child were transcribed verbatim. Coding was done in order to note information showing the gaze behavior, interventions from the adult, and episodes for each correct match. Thematic analysis was chosen as the method to analyze the transcripts in order to find meaningful patterns. The study found that the adult’s intervention is important in the early stage of the joint-problem activity while, when the child takes more responsibility and develops some strategies as the child becomes more self-regulated, the adult’s role in scaffolding decreases.  There is a transition from the interpsychological to intrapsychological functioning in the adult-child dyad while gazes towards the played cards outweigh the role of gazes towards other objects.
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