LAPORAN INDIVIDU PRAKTIK PENGALAMAN LAPANGAN PPL UNY 2015

Program Praktik Pengalaman Lapangan (PPL) Universitas Negeri Yogyakarta merupakan kegiatan yang wajib ditempuh oleh seluruh mahasiswa Kependidikan dengan syarat tertentu. Program PPL semester khusus pada tahun ini, 2015, memberikan kesempatan pada mahasiswa untuk menerapkan seluruh ilmu yang telah mereka dapat di kampus. Program ini juga bertujuan untuk meningkatkan kemampuan mahasiswa dalam bidang pendidikan, terutama mengajar. SMP Negeri 1 Prambanan Klaten merupakan salah satu sekolah yang bekerja sama dengan UNY untuk menjadi lokasi PPL pada tahun 2015. Tujuan utama dari program PPL adalah untuk memberikan pengalaman kepada mahasiswa dalam rangka melatih dan mengembangkan profesionalismenya dalam bidang keguruan atau pendidikan serta mengenalkan lingkungan sekolah yang sebenarnya kepada mahasiswa. Tujuan lainnya yaitu membuat mahasiswa peka dan belajar tentang segala permasalahan yang muncul di dalam kegiatan pengajaran. SMP Negeri 1 Prambanan Klaten merupakan salah satu dari sekian banyak sekolah yang dipilih untuk pelaksanaan keguatan PPL. PPL merupakan mata kuliah wajib bernilai 3 SKS. Selain beberapa tujuan di atas, PPL juga berfungsi untuk memberikan pengalaman yang sebenarnya tentang proses pembelajaran dan kegiatan persekolahan lainnya yang dapat digunakan sebagai bekal untuk menjadi calon tenaga pendidik di masa depan. Mahasiswa diharapkan mampu untu memiliki nilai, sikap, pengetahuan, dan ketrampilan yang dibutuhkan sebagai seorang pendidik. Pelaksanaan kegiatan PPL dimulai dari penerjunan hingga penarikan. Kegiatan ini dibagi menjadi beberapa tahap yaitu kegiatan observasi, persiapan mengajar, pelaksanaan mengajar, dan evaluasi hasil mengajar. Kegiatan mengajar dilaksanakan setelah konsultasi Rencana Pelaksanaan Pembelajaran (RPP) kepada guru pembimbing terlebih dahulu. Pelaksanaan PPL dilaksanakan di kelas VIII E dan VIII F. Secara umum, kegiatan PPL berjalan dengan lancar dengan adanya sedikit hambatan. Hasil dari pelaksanaan PPL selama kurang lebih 1 bulan di SMP Negeri 1 Prambanan Klaten ini dapat diambil manfaatnya oleh mahasiswa berupa pembelajaran dalam menyelesaikan masalah secara mandiri dan memberikan informasi kepada peserta didik. Mahasiswa juga memperoleh pemahaman baru mengenai tugas nyata pendidik

Validation of a Generic Service Governance Meta Model based on the Comparison of Major Governance Frameworks

The effective governance of organizational capabilities in the areas of Service Management and Service-oriented Architectures (SOA) has been broadly recognized as an essential success factor for service-oriented enterprises. Organizations that target the adoption of an adequate Service Governance approach face the difficulty of selecting from a variety of related frameworks with differing scopes and objectives. In this paper, we provide a structural comparison of the major, non vendor-specific IT and SOA Governance and Management frameworks and use this comparison to validate our own Service Governance meta model. This generic meta model is intended to provide a sound conceptualization, thereby contributing to a better understanding and facilitation of Service Governance, e.g. by forming the foundation for the development of a flexible and configurable Service Governance tool

The power of improvisational teaching

In this study we examine how improvisation can facilitate understanding how teachers respond to children\u27s multiple resources, interests, experiences, and skills in early childhood programs. Improvisation is conceptualized as a responsive, partnered activity through which teachers and children generate meaning and knowledge together. In our analysis we show improvisation is taken up differently in two classrooms and how it variably provides opportunities for learning. Two cases from a professional development program designed to support culturally and developmentally appropriate early mathematics are used to demonstrate the possibilities improvisation creates in era of increasing standardization of curriculum

The use of popular culture environmental print to increase the emergent literacy skills of prekindergarten children in one high-poverty urban school district

Limited studies have focused on using popular culture environmental print in the literacy curriculum to teach early literacy skills to prekindergarten students. This study examined whether using popular culture environmental print to explicitly teach alphabet knowledge and print concepts increased the achievement of these skills. After a nine week intervention was implemented, data were collected from 56 urban prekindergarten children in a control and experimental group. The use of popular culture environmental print appeared to increase the achievement of print concepts and alphabet knowledge in prekindergarten children from one urban high-poverty school district. Data revealed an increase in the mean rank of the experimental group on the post-test of alphabet knowledge. Additionally, English as a second language learners expanded their knowledge of alphabet letters after the popular culture environmental print intervention. Also, a statistically significant difference appeared to exist between the control and experimental groups’ means on the knowledge of print concepts. Descriptive statistics revealed increases in print concept means of the control and experimental groups from the time of the pre-test to the posttest as tested by the Preschool Word and Print Awareness Assessment (PWPA). A statistical significant difference between the groups the children were in and the early literacy skills of alphabet knowledge and print concepts were determined at the end of the popular culture environmental print intervention. The increase in print concepts and alphabet knowledge appeared to be due to utilizing popular culture characters children observed at home. The popular culture characters garnered the attention of the children and became a source of motivation for increasing emergent literacy skills. Also, through explicit teaching of print concepts and alphabet knowledge with the popular culture environmental print, the children expanded their knowledge of these emergent literacy skills

Exploring how teachers support students’ comprehension of mathematical word problems in a CLIL context

This qualitative case study of four elementary school mathematics teachers in a bilingual institution aimed to review the different strategies that teachers implement to support students’ comprehension of mathematical word problems. For the collection and analysis of the information, an interview with each teacher, the review of 15 lesson plans, three for each course, and two classroom observations of each teacher were carried out. Results showed the importance of both the role of language along with other strategies in the comprehension of mathematical word problems. Teachers used strategies that highlight mathematical vocabulary as a way to support the process of both understanding and solving the problems. Another strategy included transforming word expressions to mathematical expressions through the conceptualization and contextualization of the meaning of words. In addition, the influence of a first and second language context in the acquisition of mathematical skills was seen. Teachers teach a second language through content but use the native language sometimes to reinforce the process of content acquisition and language comprehension. Additionally, teachers employ an eight-step structure for solving mathematical word problems, as well as other strategies such as underlying or circling new vocabulary or having their students do this, and modeling through interaction during classes. Considering the results obtained, it can be concluded that for the understanding and solving mathematical problems, it is clear that teachers employ strategies that build mathematical content competencies and language skills at the same time.MaestríaMagister en la Enseñanza del Inglé

L2 Acquisition at the interfaces: Subject-verb inversion in L2 English and its pedagogical implications

The present PhD thesis deals with two kinds of interfaces that have recently become key areas of interest in generative second language acquisition research (GenSLA): (i) linguistic interfaces – the syntax-discourse interface (our main focus of research) and the lexicon-syntax interface in adult second language (L2) acquisition –, and (ii) an interdisciplinary interface – the interface between the domains of GenSLA and L2 pedagogy. The thesis seeks to shed new light on four general questions which are still a matter of debate in GenSLA: (i) Are narrow syntactic and lexical-syntactic properties unproblematic at the end state of L2 acquisition, as the Interface Hypothesis (IH) (Sorace & Filiaci, 2006; Sorace, 2011b) predicts? (ii) Are properties at the syntax-discourse interface necessarily problematic at the end state of L2 acquisition, as the IH proposes? (iii) What are the roles of cross-linguistic influence, input and processing factors in L2 acquisition at the syntax-discourse interface? (iv) Can explicit instruction help L2 learners/speakers (L2ers) overcome persistent problems in the acquisition of syntactic and syntax-discourse properties? With a view to investigating these questions, the thesis focuses on a linguistic phenomenon that has been little researched in GenSLA: subject-verb inversion (SVI) in L2 English. Three types of SVI are considered here: (i) “free” inversion (and their correlation with null subjects), (ii) locative inversion and (iii) presentational there-constructions (i.e., there-constructions with verbs other than be). The first is ungrammatical in English due to a purely syntactic factor: this language fixes the null subject parameter at a negative value. The last two types of SVI, on the other hand, are possible in English under certain lexical, syntactic and discourse conditions. The thesis comprises two experimental studies: (i) a study on the acquisition of the lexical, syntactic and discourse properties of SVI by advanced and near-native L2ers of English who are native speakers of French (a language similar to English in the relevant respects) and European Portuguese (a language different from English in the relevant respects), and (ii) a study on the impact of explicit grammar instruction on the acquisition of “narrow” syntactic and syntax-discourse properties of SVI by intermediate and low advanced Portuguese L2ers of English. The former study tests participants by means of three types of tasks: untimed drag-and-drop tasks, syntactic priming tasks, and speeded acceptability judgement tasks. Their results confirm that, as predicted by the IH, the properties of SVI that are purely (lexical-)syntactic are unproblematic at the end state of L2 acquisition, but those which involve the interface between syntax and discourse are a locus of permanent optionality, even when the first language (L1) is similar to the L2. Results are, moreover, consistent with the prediction of the IH that the optionality found at the syntax-discourse interface is primarily caused by processing inefficiencies associated with bilingualism. In addition to presenting new experimental evidence in favour of the IH, this study reveals that the degree of optionality L2ers exhibit at the syntax-discourse interface is moderated by the following variables, which have not been (sufficiently) considered in previous work on the IH: (i) construction frequency (very rare construction → more optionality), (ii) the quantity and/or distance of the pieces of contextual information the speaker needs to process (many pieces of contextual information in an inter-sentential context → more optionality), (iii) the level of proficiency in the L2 (lower level of proficiency → more optionality), and (iv) the (dis)similarity between the L1 and the L2 (L1≠L2 → more optionality). The study which concentrates on the impact of explicit grammar instruction on L2 acquisition follows a pre-test, treatment, post-test and delayed post-test design and tests participants by means of speeded acceptability judgement tasks. This study shows that explicit grammar instruction results in durable gains for L2ers, but its effectiveness is moderated by two factors: (i) the type of linguistic domain(s) involved in the target structure and (ii) whether or not L2ers are developmentally ready to acquire the target structure. Regarding factor (i), research findings indicate that the area that has been found to be a locus of permanent optionality in L2 acquisition – the syntax-discourse interface – is much less permeable to instructional effects than “narrow” syntax. Regarding factor (ii), results suggest that explicit instruction only benefits acquisition when L2ers are developmentally ready to acquire the target property. As these findings are relevant not only to GenSLA theory, but also to L2 teaching, the thesis includes an analysis of the relevance and potential implications of its findings for L2 grammar teaching.A presente tese aborda dois tipos de interfaces que se tornaram recentemente áreas de interesse centrais na investigação desenvolvida em aquisição de língua segunda (L2) numa perspetiva generativista: (i) interfaces linguísticas – a interface sintaxe-discurso (o nosso foco principal de investigação) e a interface léxico-sintaxe na aquisição de L2 por adultos –, e (ii) uma interface interdisciplinar – a interface entre os domínios de aquisição e didática de L2. A tese pretende lançar nova luz sobre quatro questões que continuam a gerar muito debate no domínio de aquisição de L2: (i) Serão as propriedades “puramente” (léxico-)sintáticas completamente adquiríveis no estádio final de aquisição de L2, como a Hipótese de Interface (HI) (Sorace & Filiaci, 2006, Sorace, 2011b) propõe? (ii) Serão as propriedades na interface entre sintaxe e discurso necessariamente um locus de opcionalidade no estádio final de aquisição de L2, como a HI prediz? (iii) Quais são os papéis da influência da língua materna (L1), do input e de fatores de processamento na aquisição de L2 na interface sintaxe-discurso? (iv) Será que o ensino explícito ajuda os falantes de L2 a ultrapassarem problemas persistentes na aquisição de propriedades sintáticas e de sintático-discursivas? A fim de investigar estas questões, a tese debruça-se sobre um fenómeno linguístico ainda pouco investigado no domínio de aquisição de L2: a inversão sujeito-verbo (ISV) em inglês L2. Três tipos de ISV são considerados aqui: (i) a inversão “livre” (e sua correlação com sujeitos nulos), (ii) a inversão locativa e (iii) construções com there com verbos que não be (‘ser/estar’). A primeira é agramatical em inglês por um fator estritamente sintático: esta língua fixa o valor negativo para o parâmetro do sujeito nulo. Os dois últimos tipos de ISV, por seu lado, são possíveis em inglês em certas condições (léxico-)sintáticas e discursivas. A tese compreende dois estudos experimentais: (i) um estudo sobre a aquisição das propriedades lexicais, sintáticas e discursivas da ISV por falantes avançados e quase nativos de inglês que têm como L1 o francês (uma língua semelhante ao inglês nos aspetos relevantes) e o português europeu (uma língua diferente do inglês nos aspetos relevantes) e (ii) um estudo sobre o impacto do ensino explícito de gramática na aquisição de propriedades “estritamente” sintáticas e sintático-discursivas da ISV por falantes de português europeu com um nível intermédio e avançado em inglês L2. No primeiro estudo, os participantes são testados através de três tipos de tarefas: tarefas drag and drop não temporizadas, tarefas de priming sintático e tarefas de juízos de aceitabilidade rápidos. Em conjunto, os resultados destas tarefas confirmam que, como predito pela HI, as propriedades da ISV que são puramente (léxico-)sintáticas não são problemáticas no estádio final da aquisição de L2, mas aquelas que envolvem a interface entre sintaxe e discurso são um locus de opcionalidade permanente, mesmo quando a L1 é semelhante à L2. Os resultados são, além disso, consistentes com a proposta da HI de que a opcionalidade encontrada na interface sintaxe-discurso é causada (principalmente) por ineficiências de processamento associadas ao bilinguismo. Além de apresentar nova evidência experimental a favor da HI, este estudo mostra que o grau de opcionalidade que os falantes de L2 exibem na interface sintaxe-discurso é moderado pelas seguintes variáveis, que não têm sido (suficientemente) consideradas na literatura sobre a HI: (i) a frequência da construção na língua alvo (construção muito rara → mais opcionalidade), (ii) a quantidade e/ou distância das informações contextuais que o falante precisa processar (muitas informações contextuais no contexto inter-frásico → mais opcionalidade), (iii) o nível de proficiência na L2 (menor nível de proficiência → mais opcionalidade), e (iv) a (dis)semelhança entre a L1 e a L2 (L1 ≠ L2 → mais opcionalidade). O estudo de intervenção didática compreende um pré-teste e dois pós-testes após a intervenção e testa os participantes através de tarefas de juízos de aceitabilidade rápidos. Este estudo mostra que o ensino explícito da gramática pode resultar em ganhos duradouros para os aprendentes de L2, mas a sua eficácia é moderada por dois fatores: (i) o tipo de domínio(s) linguístico(s) em que propriedade alvo se situa e (ii) o grau de developmental readiness dos aprendentes para adquirirem a propriedade alvo. Em relação ao fator (i), os resultados deste estudo indicam que a área que constitui um locus de opcionalidade permanente na aquisição de L2 – a interface sintaxe-discurso – é muito menos permeável a efeitos de ensino do que a sintaxe “pura”. Em relação ao fator (ii), os resultados sugerem que o ensino explícito facilita a aquisição de L2 apenas quando os aprendentes atingiram um estádio de desenvolvimento em que já lhes é possível adquirir a propriedade alvo. Como estes resultados são relevantes não só para a teoria de aquisição de L2, mas também para o ensino de L2, a tese inclui uma análise da relevância e potenciais implicações dos seus resultados para o ensino da gramática em L2