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Djuwari Djuwari

Universitas Nahdlatul Ulama Surabaya

Author-ID : 4398260

Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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IMPLEMENTATION OF JIGSAW TECHNIQUE IN VOCABULARY ACQUISITION Mujad Didien Afandi; Nailul Authar; Djuwari Djuwari; Tiyas Saputri; M Adrian Amien Anshari
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 2 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i2.12720

Undeniably, the teacher-centered learning approach has long been abandoned. From the preliminary observation conducted in an elementary school located in Sidoarjo, Indonesia, it is found that most of the teachers still maintain their role as the knowledge providers. In consequence, the motivation and participation of the students are low. Therefore, this study was aimed at describing the implementation of jigsaw technique in vocabulary acquisition and obtaining the students’ perception of the implementation of the technique. Method. This qualitative study collected data using observation on English learning in a classroom to obtain a description about the implementation of jigsaw technique in vocabulary acquisition. Both field notes and a checklist will be used to collect the data concerning with the students’ activities when applying the jigsaw technique. Moreover, a questionnaire will be spread to the students to obtain the students’ perception of the implementation of the technique. Results and Discussion. The application of jigsaw technique in learning has followed an appropriate procedure. In addition, the students also showed positive perceptions of the Jigsaw Technique. This technique can create a positive learning environment, support Student-Centered Learning (SCL), support cooperative learning, and help students gain skills. Conclusion. The jigsaw technique is useful for learning English, especially in gaining understanding. Considering the benefits that students gain after applying the jigsaw technique to learn English, this technique is also recommended for improving other English language skills, such as listening, speaking, reading, and writing.

MORPHOLOGICAL AND SYNTACTICAL ERRORS OF JUNIOR HIGH SCHOOL STUDENTS WITH DIFFERENT SEX IN SPEECH PRODUCTION Zaniar, Savira -; Afandi, Mujad Didien; Authar, Nailul; Djuwari, Djuwari; Pramudita, Niken Ayu
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.14783

There are differing opinions in the field of cognitive sciences when it comes to the role of sex in language acquisition. Men and women exhibit differences in their speaking and writing ability as a result of their distinct social roles throughout evolution. These disparities are equally, if not more, evident in students, both during normal and abnormal growth. In addition to the well-documented advantage that girls have in early language development, it is noteworthy that the majority of developmental problems that predominantly impact communication, speech, and language skills are more prevalent in boys. This article seeks to elucidate the disparities between sex regarding ordinary communication and language development, as well as the disparities in the occurrence of neurodevelopmental disorders connected to communication. Additionally, particular attention is given to data derived from the field of neuroscience, which may offer valuable insights into the neurological mechanisms that contribute to the comprehension of this event. We contend that the structural arrangement of the female brain confers women with an innate edge in developing communication and language systems compared to men. Divergent perspectives are present on the differentiation between sex within the field of cognitive sciences. The talks are founded upon clinical, social, and political perspectives. The evolutionary and biological perspectives have often emphasized arguments related to 'nature', whereas feminist and constructivist viewpoints have often emphasized arguments related to 'nurture' when discussing cognitive sex differences. This narrative review provides a comprehensive analysis of the origins and historical evolution of these arguments, as well as a summary of the findings in the field of sexually polymorphic cognition. By adopting multidisciplinary techniques, we aim to highlight the importance of interconnecting disciplines and gaining a more comprehensive knowledge of the precise factors that contribute to sex differences and gender diversity in cognitive capacities.

MORPHOLOGICAL AND SYNTACTICAL ERRORS OF JUNIOR HIGH SCHOOL STUDENTS WITH DIFFERENT SEX IN SPEECH PRODUCTION Zaniar, Savira -; Afandi, Mujad Didien; Authar, Nailul; Djuwari, Djuwari; Pramudita, Niken Ayu
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.14783

There are differing opinions in the field of cognitive sciences when it comes to the role of sex in language acquisition. Men and women exhibit differences in their speaking and writing ability as a result of their distinct social roles throughout evolution. These disparities are equally, if not more, evident in students, both during normal and abnormal growth. In addition to the well-documented advantage that girls have in early language development, it is noteworthy that the majority of developmental problems that predominantly impact communication, speech, and language skills are more prevalent in boys. This article seeks to elucidate the disparities between sex regarding ordinary communication and language development, as well as the disparities in the occurrence of neurodevelopmental disorders connected to communication. Additionally, particular attention is given to data derived from the field of neuroscience, which may offer valuable insights into the neurological mechanisms that contribute to the comprehension of this event. We contend that the structural arrangement of the female brain confers women with an innate edge in developing communication and language systems compared to men. Divergent perspectives are present on the differentiation between sex within the field of cognitive sciences. The talks are founded upon clinical, social, and political perspectives. The evolutionary and biological perspectives have often emphasized arguments related to 'nature', whereas feminist and constructivist viewpoints have often emphasized arguments related to 'nurture' when discussing cognitive sex differences. This narrative review provides a comprehensive analysis of the origins and historical evolution of these arguments, as well as a summary of the findings in the field of sexually polymorphic cognition. By adopting multidisciplinary techniques, we aim to highlight the importance of interconnecting disciplines and gaining a more comprehensive knowledge of the precise factors that contribute to sex differences and gender diversity in cognitive capacities.

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