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All Journal Kompetensi: Jurnal Bahasa Dan Seni SoCul: International Journal of Research in Social Cultural Issues
Mokalu, Jenerio Michal
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Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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INVESTIGATING THE RELATIONSHIP BETWEEN LANGUAGE AND COGNITION AND ITS IMPLICATION ON ENGLISH LANGUAGE TEACHING (ELT) Pabur, Herminus Efrando; Wardani, Rizqi Claudia; Mokalu, Jenerio Michal; Posumah, Jennie
SoCul: International Journal of Research in Social Cultural Issues Vol. 4 No. 3 (2024): SoCul: International Journal of Research in Social Cultural Issues
Publisher : Faculty of Language and Arts (Fakultas Bahasa dan Seni) Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/soculijrccsscli.v4i3.11105

Abstract

There is close connection between language and cognition, in which cognition helps human to acquire language and learn a new language. This present study is conducted to explain the relationship between language and cognition, specifically on the aspects of cognition. This study is also conducted to investigate the implication of the connection between language and cognition on English Language Teaching. This study is a qualitative study with library research method, in which the data sources are the relevant literature such as books, academic papers, and articles from academic journals. Data collection is conducted by collecting and sorting the relevant sources and literature from online database: Scopus, Google Scholar and Sinta. The data obtained are analyzed systematically using the content analysis technique in which the relevant data are quoted to support the core idea of this study. The findings show that there is a close connection between language and cognition, especially how language is closely related to the aspects of cognition. The cognition and its aspects help human in acquiring a language, using the language and evaluating the use of the language. The same also goes to acquiring English as a second or foreign language. It means that there are several implications of the connection of language and cognition toward English Language Teaching (ELT): (1) English language teaching should consider learners' cognition; 2) English language teaching process must be able to attract students' attention; 3) English language teaching must involve memory, reasoning and thinking processes; and 4) English teaching should help students to improve their speaking skills as the observable aspects of cognition.
PENGGUNAAN WRITTEN CORRECTIVE FEEDBACK DALAM MENINGKATKAN KETERAMPILAN MENULIS DESCRIPTIVE TEXT Pabur, Herminus Efrando; Mokalu, Jenerio Michal; Ismail
KOMPETENSI Vol. 4 No. 12 (2024): KOMPETENSI : Jurnal Ilmiah Bahasa dan Seni
Publisher : Fakultas Bahasa dan Seni, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/kompetensi.v4i12.10889

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerpaan metode Written Corrective Feedback< em> WCF dalam meningkatkan keterampilan menulis descriptive text< em> peserta didik kelas 10 Penelitian menggunakan desain Penelitian Tindakan Kelas PTK atau Classroom Action Research< em> CAR berdasarkan model spiral Kemmis dkk 2014 yang melibatkan empat tahapan utama: perencanaan tindakan pengamatan dan refleksi Penelitian dilakukan selama tiga siklus di SMA Negeri 1 Remboken Sulawesi Utara dengan subjek penelitian 27 peserta didik kelas 10 B Data dikumpulkan melalui observasi proses pembelajaran dan tes menulis descriptive text< em> menggunakan rubrik penilaian yang berfokus pada lima aspek utama: topic< em> grammar< em> vocabulary< em> coherence< em> dan comprehension< em> Hasil penelitian menunjukkan bahwa penerapan WCF secara efektif meningkatkan keterampilan menulis peserta didik Nilai rata rata peserta didik meningkat dari 73 66 pada kondisi awal menjadi 81 06 pada Siklus I 86 50 pada Siklus II dan 88 86 pada Siklus III Ketuntasan belajar klasikal juga mengalami peningkatan signifikan dari 25 92 pada kondisi awal menjadi 51 85 pada Siklus I 81 48 pada Siklus II dan mencapai 88 89 pada Siklus III melampaui target ketuntasan yang ditetapkan Hasil ini menunjukkan bahwa kombinasi written corrective feedback< em> dengan pendekatan TPACK mampu meningkatkan kualitas pembelajaran Bahasa Inggris secara signifikan baik dari segi hasil belajar maupun keterampilan menulis peserta didik < p>
Co-Authors Herminus Efrando Pabur Herminus Efrando Pabur Ismail Jenie Posumah Wardani, Rizqi Claudia