BookOpen AccessPDF tersedia
2019•Koleksi Perpustakaan
Language awareness is defined as a person’s sensitivity to and conscious awareness of the nature of language and its role in human life. It refers to the development in learners of enhancing consciousness and sensitivity to the form and function of the language itself. Students’ language awareness is very important to be developed as it contributes much towards students on how they should learn the language, being well-motivated and how they come into language comprehensively. The activity of students’ learning in the classroom typically seems to concern with learning which they need to learn for achievement of life goals than being aware of what they learn. This is exactly what happened in learning English as a foreign language for Indonesian students. They seem to not have any responsibility for their own learning. This paradigm makes students become more less-motivated and increase their passivity. Students need to develop their own learning strategies so that as far as possible to be autonomous learners. Students having learning autonomy tend to be more competitive in learning because they have a capacity for detachment, critical reflection, decision making and independent actions. This autonomy enables students to develop their own potential. The widespread of autonomy provides an environment which stimulates students’ critical self-awareness. It also supports awareness-raising about the nature of languages, cultures and language learning. Collaborative learning seems to be one effective teaching technique to foster learners’ autonomy. This paper aims to promote the idea of how to build students’ learning autonomy though collaborative learning to develop their language awareness.
BookOpen AccessPDF tersedia
2019•Koleksi Perpustakaan
Language acquisition has strong relation with language awareness which is very important in order to be a good language user, because it is a person‘s compassion to and sentient awareness of language and its function in human life. It deals with overt knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use. Language awareness includes the knowledge about language, a conscious understanding of how languages work, of how people learn them and use them. In English language teaching the use of language in classroom interaction is not only for communication, it is also used to deliver norm through language, meanwhile in Indonesia, most of student is multilingual where they have already acquired languages, including their mother tongue and their national language, the students‘ awareness in learning foreign language such English is a crucial issue to be considered. One of technique that can be used to develop students‘ language awareness is through discovery learning. It is an inquiry-based theory which engages students to be active actors in their own process of learning, including in language learning. Discovery learning in English language teaching allows the students to work on language by having a role in their own learning and developing their activity through the language. So, this paper aims to give an overview how to apply discovery learning in English language teaching to develop student language awareness.
BookOpen AccessPDF tersedia
2019•Koleksi Perpustakaan
A great number of English language learners in Indonesia tend to be recognised as ‘fluent fools’ learners. They can produce all correct sentences following the grammar rules but cannot communicate in proper manner. The phenomenon of this ‘incompetent learners’ has been observed as a result of the absence of learners’ language awareness. Activities aimed at raising learners’ pragmatic competence and activies offering opportunities for communicative practice can be used as a way out of this faulty. The goal of this paper is to discuss activities utilized in pragmatic instruction. It has acronym name—SURE (See, Use, Review and Expeprience).Hopefully, this strategy will enable learners gradually to gain how language works and how to use language appropriately to various communicative settings.
ArticleOpen AccessPDF tersedia
2019•Artikel Penelitian dan Pengabdian
Language awareness is defined as person’s sensitivity to and conscious awareness of the nature of language and its role in human life. It refers to the develpment in learners of enhancing consciousness and sensitivity to the form and function of the language itself. Students’ language awareness is very important to be developed as it contributes much towards students on how they should learn language, being well-motivated and how they come into language comprehensively. The activity of students’ learning in the classroom typically seems to concern with learnig which they need to learn for achievement of life goals than being aware of what they learn. This is exactly what happened in learning English as a foreign language for Indonesian students. They seem to not have any responsibility for their own learning. This paradigm makes students become more less-motivated and increase their passivity. Students need to develop their own learning strategies so that as far as possible to be autonomous learners. Students having learning autonomy tend to be more competitive in learning because they have a capacity for detachment, critical reflection, decision making and independent actions. This autonomy enables students to develop their own potential. The widespread of autonomy provides an environment which stimulate students’ critical self-awareness. It also supports awareness-raising about the nature of languages, cultures and language learning. Collaborative learning seems to be one effective teaching technique to foster learners’ autonomy. This paper aims to promote the idea of how to build students’ learning autonomy through collaborative learning to develop their language awareness.
ArticleOpen AccessPDF tersedia
2019•Artikel Penelitian dan Pengabdian
language acquisition has strong relation with language awareness which is very important in order to be a good language user, because it is a person’s sensitivity to and conscious awareness of language and its role in human life. It deals with explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use. Language awareness includes knowledge about language, a conscious understanding of how language work, of how people learn them and use them. In English language teaching the use of language in classroom interaction is not only for communication, it also used to deliver norm through languages, meanwhile in Indonesia, most of students is multilingual where they have already acquired languages, including their mother tongue and their national language, the students’ awareness in learning foreign language such English is a crucial issue to be considered. One of technique that can be used to develop students’ language awareness is through discovery learning. It is an inquiry-based theory which encourages students to be active agents in their own process, inclusing i language learning. Discovery learning in English language teaching allows the students to work on language by having a role in their own learning and developing their activity through the language. So, this paper aims to give an overview how to apply discovery learning in in English language teaching to develop student language awareness
ArticleOpen AccessPDF tersedia
2019•Artikel Penelitian dan Pengabdian
A large number of English language learners in Indonesia tend to be recognised as “fluent fools” learners. They can make all correct sentences following the grammar rules but cannot communicate in appropriate manner. The phenomenon of this ‘incompetent learners” has been observed as a result of the absence of learners’ language awareness. Activities aimed at raising learners’ pragmatic competence and activities offering opportunities for communicative practice can be used as a way out of this faulty. The goal of this paper is to discuss activities utilized in pragmatic instruction. It has acronym named SURE—(See, Use, Review and Experience). Hopefully, this strategy will enable learner gradually to gain how language works and how to use language approppriate to a variety of communicative settings.
