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題名 學業與職業取向的印尼語言課程設計與改善:在台灣的行動研究
Improving the Instructional Design of an Indonesian Language Course for Academic and Occupational Purposes in Taiwan Through Action Research作者 譚稱玲
Lanasari貢獻者 邱美秀
Chiu, Mei-Shiu
譚稱玲
Lanasari關鍵詞 印尼語
行動研究
課程設計
教學科技
Indonesian language
Action research
Instructional design
Educational technology日期 2019 上傳時間 1-Jul-2019 11:07:18 (UTC+8) 摘要 本研究採行動研究以探討在台灣學業與職業取向的印尼語言課程設計。透過調查學生在學習印尼語的歷程中,同時收集質性與量化的學業與職業取向印尼語言課程的資料。質性資料主要來自課堂觀察、學生回饋與深度訪談。而量化資料主要來自學生學習成績(例如:課堂活動、作業、測驗、期中考試、期末考試以及TIBA 的模擬考試)。此外,研究者透過當地印尼人對學生溝通技巧的評估,進行三角測量技術以降低誤差。本研究對象包括兩個班級,共有七名學生。第一班有三名學生(106 班)於2018年1 月至6 月進行課程 ; 第二班有四名學生(107 班)於2018年7 月至12 月進行課程。本研究結果如下:教師身兼研究者可以更深入地了解學生,並通過行動研究了解學生需求,進而有效地解決並改進問題、關於教學設計的改進包括:(1)創造更多與印尼人進行對話練習的機會(2)創建具有不同難度級別作業讓學生練習(3)製造線上印尼語對照中文字典。以及,學生們在學業成績皆有進步。
This proposed study takes an action research approach to explore and examine the instructional design of an Indonesian language course for academic and occupational purposes in Taiwan, and then outline the modified/improvedinstructional design of Indonesian language courses in the future according to the action research results in this study. In addition, this study also intends to investigate the students` academic achievement in Indonesian language learning. This study collected data, both quantitative and qualitative data, from Indonesian language classes for academic and occupational purposes taught by the teacher-researcher. The qualitative data was obtained from class observation, students` feedback, an in-depth interview with students. Meanwhile, the quantitative data was derived from students` academic performances (e.g., in-class activities,assignments, quizzes, mid-term exam, final exam, and the MOCK test of TIBA). In addition, the teacher-researcher obtained data from several Indonesian people who acted as evaluators of students` communication skills. This study utilized the triangulation technique to minimize bias. Furthermore, this study also applied technology integration in the classroom to support teachers and students. Thesample included two classes consist of a total of seven students. The first class of three students (Class 106) was carried out in January – June 2018, while the secondclass of four students (Class 107) was conducted in July – December 2018. First, the finding of this study was that the teacher-researcher could understand students more in-depth and identify their needs through action research that led to more effective problem-solving and improvements. Second, the major improvements from Class 106 to Class 107 and from Class 107 to a future class in the instructionaldesign included: (1) more conversation practices with native speakers, (2) creation of optional specific assignment with different difficulty levels, (3) creation of an online Indonesian - Chinese dictionary. Third, students revealed their improvement in academic performances.參考文獻 Allwright, D. & Bailey, K.M. (1991). Focus on classrooms. An introduction to classroom research for language teachers. Cambridge: Cambridge University Press.Badan Pengembangan dan Pembinaan Bahasa, Kementerian Pendidikan dan Kebudayaan, Republik Indonesia. (2012, June 25). Bahasa Indonesia bagi Penutur Asing (BIPA). Retrieved from http://badanbahasa.kemdikbud.go.id/lamanbahasa/info_bipaBorgia, Eileen T, Schuler, Dorothy. (2003). Action Research in Early Childhood Education. ERIC Digest [ED401047].Bums, A. (1999). Collaborative action research for English teachers. Cambridge: Cambridge University Press.Chun, D. M., & Brandl, K. K. (1992). Beyond form‐based drill and practice: Meaning‐enhancing CALL on the Macintosh. Foreign Language Annals, 25(3), 255–267.Dick, W. (1996). The Dick and Carey model: Will it survive the decade? Educational Technology Research and Development, 44(3), 55-63.Galavis, B. (1998). Computers and the EFL class: Their advantages and a possible outcome, the autonomous learner. English Teaching Forum, 36(4), 27–28.Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. Columbus, OH: Merrill.Glanz, G. (2003). Action Research: An educational leader’s guide to school improvement. 2nd ed. Massachusetts: Christopher-Gordon Publishers, Inc.Godwin-Jones, R. (2011). Emerging technologies mobile apps for language learning. Language Learning & Technology, 15(2), 2-11.Higgins, C. (1993). Computer-assisted language learning: Current programs and projects. ERIC Digest [ED355835].Houghton, C., Casey, D., Shaw, D., and Murphy, K. (2013). Rigour in qualitative case-study research. Nurse Researcher, 20(4), 12-17.Jee, M., & Park, M. (2009). Livemocha as an online language-learning community. CALICO Journal, 26(2), 448-456. Retrieved from http://www.jstor.org/stable/calicojournal.26.2.448Johnson, R.T., & Johnson, D.W. (1986). Action research: Cooperative learning in the science classroom. Journal of Science and Children, 24(2), 31-32.Kementerian Pendidikan dan Kebudayaan, Republik Indonesia. (2018, July 24). Badan Bahasa petakan 652 bahasa daerah di Indonesia. Retrieved from https://www.kemdikbud.go.id/main/blog/2018/07/badan-bahasa-petakan-652-bahasa-daerah-di-indonesiaKemmis, S., & McTaggart, R. (1988). The Action Research Planner. Geelong, Victoria.: Deakin University Press.Kusmiatun, A., Suyitno, I., Widodo, H.S., & Basuki, I.A. (2017). Identifying features of Indonesian for speakers of other languages (Bipa) learning for academic purposes. International Journal of Social Sciences & Educational Studies, 3(4), 197-207.Lai, C. C., & Kritsonis, W. A. (2006). The advantages and disadvantages of computer technology in second language acquisition. National Journal for Publishing and Mentoring Doctoral Student Research, 3(1).Lembaga Bahasa Internasional, Fakultas Ilmu Pengetahuan Budaya Universitas Indonesia (n.d.). Indonesian proficiency tests (Tes Bahasa Indonesia sebagai Bahasa Asing/TIBA). Retreived from http://lbifib.ui.ac.id/beta/archives/category/bipa/indonesian-proficiency-testLiu, M., Moore, Z., Graham, L., & Lee, S. (2002). A look at the research on computer-based technology use in second language learning: A review of the literature from 1990–2000. Journal of Research on Technology in Education, 34(3), 250–273.Mann, S. (2005). The language teacher’s development. Language Teaching, 38(3), 103–118.Mills, N. (2011). Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire. CALICO Journal, 28(2), 345-368.O`Donoghue, T., & Punch, K. (2003). Qualitative educational research in action. London, UK: Routledge.O`Malley, J.M., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press.Ovando, C., Collier, V., & Combs, M. (2003). Bilingual and ESL classrooms: Teaching multicultural contexts (3rd ed.). Boston: McGraw-Hill.Office of Trade Negotiations, Executive Yuan. (2016, September 5). "New Southbound Policy" Guidelines and Action Plan. Retrieved from https://www.ey.gov.tw/otnen/64C34DCA8893B06/9c560855-1ecd-4f58-9c3f-c065d9e58f89Reason, P., & Bradbury, H. (Ed.) (2001). Handbook of action research: Participative inquiry and practice. London, UK: Sage Publications.Reigeluth, C.M. (Ed.) (1999). Instructional-design theories and models, Volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Assoc.Riasati, M. J., Allahyar, N., & Tan, K.E. (2012). Technology in language education: Benefits and barriers. Journal of Education and Practice, 3(5), 25–30.Richey, R. C., Silber, K., & Ely, D. (2008). Reflections on the 2008 AECT definitions of the field. TechTrends, 52(1), 24–25.Rowland, G. (2008). Design and research: Partners for educational innovation. Educational Technology, 48(6), 3–9.Saddhono, K. (2016). Teaching Indonesian as foreign language in Indonesia: Impact of professional managerial on process and student outcomes. Advances in Economics, Business and Management Research, 14, 263-266.Shyamlee, S. D., & Phil, M. (2012). Use of technology in English language teaching and learning: An analysis. International Conference on Language, Medias and Culture, 33, 150-159.Smith, L. C. (2005). The impact of action research on teacher collaboration and professional growth. In D. J. Tedick (Ed.), Second language teacher education international perspectives (pp. 199-215). Mahwah: Lawrence Erlbaum Associates, Inc.Suparsa, I. N., Mantra, I. B. N., & Widiastuti, I. A. M. S. (2017). Developing learning methods of Indonesian as a foreign language. International Journal of Social Sciences and Humanities, 1(2), 51-57.Totten, S. (1991). Cooperative Learning: A Guide to Research. Sills, T., Digby, A. & Ross, P. (Eds.), New York; USA, Garland Publishing.Vesselinov, R. & J. Grego, 2012, Duolingo Effectiveness Study, http://static.duolingo.com/s3/DuolingoReport_Final.pdfWalker, L. (2015). The impact of using Memrise on student perceptions of learning Latin vocabulary and on long-term memory of words. Journal of Classics Teaching, 16(32), 14-20. 描述 碩士
國立政治大學
教育學系
106152012資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106152012 資料類型 thesis dc.contributor.advisor 邱美秀 zh_TW dc.contributor.advisor Chiu, Mei-Shiu en_US dc.contributor.author (Authors) 譚稱玲 zh_TW dc.contributor.author (Authors) Lanasari en_US dc.creator (作者) 譚稱玲 zh_TW dc.creator (作者) Lanasari en_US dc.date (日期) 2019 en_US dc.date.accessioned 1-Jul-2019 11:07:18 (UTC+8) - dc.date.available 1-Jul-2019 11:07:18 (UTC+8) - dc.date.issued (上傳時間) 1-Jul-2019 11:07:18 (UTC+8) - dc.identifier (Other Identifiers) G0106152012 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/124233 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 106152012 zh_TW dc.description.abstract (摘要) 本研究採行動研究以探討在台灣學業與職業取向的印尼語言課程設計。透過調查學生在學習印尼語的歷程中,同時收集質性與量化的學業與職業取向印尼語言課程的資料。質性資料主要來自課堂觀察、學生回饋與深度訪談。而量化資料主要來自學生學習成績(例如:課堂活動、作業、測驗、期中考試、期末考試以及TIBA 的模擬考試)。此外,研究者透過當地印尼人對學生溝通技巧的評估,進行三角測量技術以降低誤差。本研究對象包括兩個班級,共有七名學生。第一班有三名學生(106 班)於2018年1 月至6 月進行課程 ; 第二班有四名學生(107 班)於2018年7 月至12 月進行課程。本研究結果如下:教師身兼研究者可以更深入地了解學生,並通過行動研究了解學生需求,進而有效地解決並改進問題、關於教學設計的改進包括:(1)創造更多與印尼人進行對話練習的機會(2)創建具有不同難度級別作業讓學生練習(3)製造線上印尼語對照中文字典。以及,學生們在學業成績皆有進步。 zh_TW dc.description.abstract (摘要) This proposed study takes an action research approach to explore and examine the instructional design of an Indonesian language course for academic and occupational purposes in Taiwan, and then outline the modified/improvedinstructional design of Indonesian language courses in the future according to the action research results in this study. In addition, this study also intends to investigate the students` academic achievement in Indonesian language learning. This study collected data, both quantitative and qualitative data, from Indonesian language classes for academic and occupational purposes taught by the teacher-researcher. The qualitative data was obtained from class observation, students` feedback, an in-depth interview with students. Meanwhile, the quantitative data was derived from students` academic performances (e.g., in-class activities,assignments, quizzes, mid-term exam, final exam, and the MOCK test of TIBA). In addition, the teacher-researcher obtained data from several Indonesian people who acted as evaluators of students` communication skills. This study utilized the triangulation technique to minimize bias. Furthermore, this study also applied technology integration in the classroom to support teachers and students. Thesample included two classes consist of a total of seven students. The first class of three students (Class 106) was carried out in January – June 2018, while the secondclass of four students (Class 107) was conducted in July – December 2018. First, the finding of this study was that the teacher-researcher could understand students more in-depth and identify their needs through action research that led to more effective problem-solving and improvements. Second, the major improvements from Class 106 to Class 107 and from Class 107 to a future class in the instructionaldesign included: (1) more conversation practices with native speakers, (2) creation of optional specific assignment with different difficulty levels, (3) creation of an online Indonesian - Chinese dictionary. Third, students revealed their improvement in academic performances. en_US dc.description.tableofcontents 1. Introduction 11.1 Background and Motivation 11.2 Study Context 21.3 Definition of Terms 31.3.1 Instructional design 31.3.2 Educational technology 31.3.3 Action Research 31.3.4 Bahasa Indonesia untuk Penutur Bahasa Asing (BIPA) 41.3.5 Tes Bahasa Indonesia sebagai Bahasa Asing (TIBA) 41.4. Significance of the study 42. Literature Review 52.1. Teaching the Indonesian Language as a Foreign Language 52.2. Instructional Design 82.3 Educational technology in Indonesian Language Learning 102.4 Action Research 122.5 Research Questions 133. Methodology 153.1 Participants 153.2 Action Research Process 163.3. Data Collection 173.3.1 Teaching Materials 193.3.2 Activities/assignments 203.3.3 Tests 223.3.4 Educational technology 233.3.5 In-depth interview 253.4 Teaching strategies 253.5 Data analysis 284. Results 294.1 The improvement of instructional design of language learning course by using action research 304.1.1 The action research process and its results 304.1.1.1 Cycle 1 Planning: Overall teaching design 304.1.1.2 Cycle 1 Implementation: Teaching approaches 331. Lecture 332. Modeling 343. Scaffolding 354. Task-based learning 355. Collaborative learning 366. Skills teaching 367. Mother tongue mirroring 364.1.1.3 Cycle 1 Observation: Classroom Observation and Students’ feedback 371. Teaching Handouts 402. Teaching strategies 413. Problem-solving 414. Class Activities and Assignments 424.1.1.4 Cycle 1 Reflection: Teacher’s insights 444.1.1.5 Cycle 2 Planning: Overall teaching design 454.1.1.6 Cycle 2 Implementation: Teaching approaches 504.1.1.7 Cycle 2 Observation: Classroom Observation and Students’ feedback 501. Teaching handouts 522. Teaching strategies 523. Problem-solving 534. Class Activities and Assignments 544.1.1.8 Cycle 2 Reflection: Teacher’s insights 554.1.2 The modified instructional design of the Indonesian language course for academic and occupational purposes for future class 574.2 Students’ academic performances in learning language through the implementation of action research 585. Discussion 645.1 Action research 645.2 Improvement of the Instructional Design 655.2.1 Improvements from Class 106 to Class 107 665.2.2 Improvements from Class 107 for future class 665.3 Students’ Academic Performances 685.4 Teacher-researcher’s insights 695.4.1 Essential factors for succeeding to learn Indonesian 695.4.2 Indicators of successful learning 715.4.3 Benefits of doing action research as a teacher 725.5 Limitation of this study and suggestions for future research and educational practices 73References 75Appendix A: Instruction designs of Class 106 and Class 107 79A.1 Class 106 79A.2 Class 107 82Appendix B: Teaching Contents of the Indonesian Language Course for Academic and Occupational Purposes 85Appendix C: Example of Handouts for Class 106 89Appendix D: Example of Handouts for Class 107 92Appendix E: The modified instructional design and materials of the Indonesian language course for academic and occupational purposes 95 zh_TW dc.format.extent 19070779 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106152012 en_US dc.subject (關鍵詞) 印尼語 zh_TW dc.subject (關鍵詞) 行動研究 zh_TW dc.subject (關鍵詞) 課程設計 zh_TW dc.subject (關鍵詞) 教學科技 zh_TW dc.subject (關鍵詞) Indonesian language en_US dc.subject (關鍵詞) Action research en_US dc.subject (關鍵詞) Instructional design en_US dc.subject (關鍵詞) Educational technology en_US dc.title (題名) 學業與職業取向的印尼語言課程設計與改善:在台灣的行動研究 zh_TW dc.title (題名) Improving the Instructional Design of an Indonesian Language Course for Academic and Occupational Purposes in Taiwan Through Action Research en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Allwright, D. & Bailey, K.M. (1991). Focus on classrooms. An introduction to classroom research for language teachers. Cambridge: Cambridge University Press.Badan Pengembangan dan Pembinaan Bahasa, Kementerian Pendidikan dan Kebudayaan, Republik Indonesia. (2012, June 25). Bahasa Indonesia bagi Penutur Asing (BIPA). Retrieved from http://badanbahasa.kemdikbud.go.id/lamanbahasa/info_bipaBorgia, Eileen T, Schuler, Dorothy. (2003). Action Research in Early Childhood Education. ERIC Digest [ED401047].Bums, A. (1999). Collaborative action research for English teachers. Cambridge: Cambridge University Press.Chun, D. M., & Brandl, K. K. (1992). Beyond form‐based drill and practice: Meaning‐enhancing CALL on the Macintosh. Foreign Language Annals, 25(3), 255–267.Dick, W. (1996). The Dick and Carey model: Will it survive the decade? Educational Technology Research and Development, 44(3), 55-63.Galavis, B. (1998). Computers and the EFL class: Their advantages and a possible outcome, the autonomous learner. English Teaching Forum, 36(4), 27–28.Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. Columbus, OH: Merrill.Glanz, G. (2003). Action Research: An educational leader’s guide to school improvement. 2nd ed. Massachusetts: Christopher-Gordon Publishers, Inc.Godwin-Jones, R. (2011). Emerging technologies mobile apps for language learning. Language Learning & Technology, 15(2), 2-11.Higgins, C. (1993). Computer-assisted language learning: Current programs and projects. ERIC Digest [ED355835].Houghton, C., Casey, D., Shaw, D., and Murphy, K. (2013). Rigour in qualitative case-study research. Nurse Researcher, 20(4), 12-17.Jee, M., & Park, M. (2009). Livemocha as an online language-learning community. CALICO Journal, 26(2), 448-456. Retrieved from http://www.jstor.org/stable/calicojournal.26.2.448Johnson, R.T., & Johnson, D.W. (1986). Action research: Cooperative learning in the science classroom. Journal of Science and Children, 24(2), 31-32.Kementerian Pendidikan dan Kebudayaan, Republik Indonesia. (2018, July 24). Badan Bahasa petakan 652 bahasa daerah di Indonesia. Retrieved from https://www.kemdikbud.go.id/main/blog/2018/07/badan-bahasa-petakan-652-bahasa-daerah-di-indonesiaKemmis, S., & McTaggart, R. (1988). The Action Research Planner. Geelong, Victoria.: Deakin University Press.Kusmiatun, A., Suyitno, I., Widodo, H.S., & Basuki, I.A. (2017). Identifying features of Indonesian for speakers of other languages (Bipa) learning for academic purposes. International Journal of Social Sciences & Educational Studies, 3(4), 197-207.Lai, C. C., & Kritsonis, W. A. (2006). The advantages and disadvantages of computer technology in second language acquisition. National Journal for Publishing and Mentoring Doctoral Student Research, 3(1).Lembaga Bahasa Internasional, Fakultas Ilmu Pengetahuan Budaya Universitas Indonesia (n.d.). Indonesian proficiency tests (Tes Bahasa Indonesia sebagai Bahasa Asing/TIBA). Retreived from http://lbifib.ui.ac.id/beta/archives/category/bipa/indonesian-proficiency-testLiu, M., Moore, Z., Graham, L., & Lee, S. (2002). A look at the research on computer-based technology use in second language learning: A review of the literature from 1990–2000. Journal of Research on Technology in Education, 34(3), 250–273.Mann, S. (2005). The language teacher’s development. Language Teaching, 38(3), 103–118.Mills, N. (2011). Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire. CALICO Journal, 28(2), 345-368.O`Donoghue, T., & Punch, K. (2003). Qualitative educational research in action. London, UK: Routledge.O`Malley, J.M., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press.Ovando, C., Collier, V., & Combs, M. (2003). Bilingual and ESL classrooms: Teaching multicultural contexts (3rd ed.). Boston: McGraw-Hill.Office of Trade Negotiations, Executive Yuan. (2016, September 5). "New Southbound Policy" Guidelines and Action Plan. Retrieved from https://www.ey.gov.tw/otnen/64C34DCA8893B06/9c560855-1ecd-4f58-9c3f-c065d9e58f89Reason, P., & Bradbury, H. (Ed.) (2001). Handbook of action research: Participative inquiry and practice. London, UK: Sage Publications.Reigeluth, C.M. (Ed.) (1999). Instructional-design theories and models, Volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Assoc.Riasati, M. J., Allahyar, N., & Tan, K.E. (2012). Technology in language education: Benefits and barriers. Journal of Education and Practice, 3(5), 25–30.Richey, R. C., Silber, K., & Ely, D. (2008). Reflections on the 2008 AECT definitions of the field. TechTrends, 52(1), 24–25.Rowland, G. (2008). Design and research: Partners for educational innovation. Educational Technology, 48(6), 3–9.Saddhono, K. (2016). Teaching Indonesian as foreign language in Indonesia: Impact of professional managerial on process and student outcomes. Advances in Economics, Business and Management Research, 14, 263-266.Shyamlee, S. D., & Phil, M. (2012). Use of technology in English language teaching and learning: An analysis. International Conference on Language, Medias and Culture, 33, 150-159.Smith, L. C. (2005). The impact of action research on teacher collaboration and professional growth. In D. J. Tedick (Ed.), Second language teacher education international perspectives (pp. 199-215). Mahwah: Lawrence Erlbaum Associates, Inc.Suparsa, I. N., Mantra, I. B. N., & Widiastuti, I. A. M. S. (2017). Developing learning methods of Indonesian as a foreign language. International Journal of Social Sciences and Humanities, 1(2), 51-57.Totten, S. (1991). Cooperative Learning: A Guide to Research. Sills, T., Digby, A. & Ross, P. (Eds.), New York; USA, Garland Publishing.Vesselinov, R. & J. Grego, 2012, Duolingo Effectiveness Study, http://static.duolingo.com/s3/DuolingoReport_Final.pdfWalker, L. (2015). The impact of using Memrise on student perceptions of learning Latin vocabulary and on long-term memory of words. Journal of Classics Teaching, 16(32), 14-20. zh_TW dc.identifier.doi (DOI) 10.6814/NCCU201900010 en_US