scholarly journals THE IMPORTANCE OF SAVA’S SPELLING BOOK IN THE BEGINNERS’ COURSE OF READING AND WRITING AND IN THE TEACHING OF SERBIAN CULTURE

2020 ◽  
Author(s):  
Biljana Samardžić ◽  
◽  
Daliborka Škipina ◽  
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
The Other ◽  
Literary Language ◽  
Pedagogical Approach ◽  
Reading And Writing ◽  
New Methods ◽  
Other Hand ◽  
Slavonic Language ◽  
New Knowledge

The authors of this paper deal with the pedagogical and philological significance of Sava’s Spelling Book printed in Russia (Moscow) in 1692, in the Russian-Slavonic language. This spelling book is about 100 years younger than the First Serbian Spelling Book (The Spelling Book of Sava Inok of the monastery Dečani). This spelling book of the Russian recension reached all the way to the Serbian lands, being, on one hand, the precedent, and on the other hand, the follower to the books that are to appear in Serbia and its new literary language. The authors of this paper explain in a detailed way the method of letter teaching by which each letter (Slavonic, Greek, and Latin) is being assigned a corresponding picture. This points out to the pedagogical approach to the acquisition of new knowledge (the basics of reading and writing) which uses pictures of animals and plants in order to facilitate the process of letter learning. In his lecture, KarionIstomin, the author of the spelling book, suggested totally new teaching methods i.e. the new methods. Namely, Sava’s Spelling book is the precursor of contemporary spelling books, since all of them use the connection between letters and pictures as the basis of their teaching method.

Teaching Translation:

2017 ◽  
Vol 1 (1) ◽  
pp. 17-23
Author(s):  
Rina Alfikawati Rohmah ◽  
Zida Kamalia
Keyword(s):  
Teaching Method ◽  
The Other ◽  
Efl Learners ◽  
Other Hand ◽  
Qualitative Descriptive ◽  
Inaccurate Result

Google Translate as the recent platform which enables people translate from one language to others has been hype nowadays.On the other hand, inaccurate result in translating frequently happens. In accordance with that, Google Translate lets everyone help them in correcting the result of translation through their Google account. They are asked to fix inaccurate words then give corrections or translate from one language to others. This idea has been brought as teaching method in Translation course for EFL learners at Department of English of Universitas Negeri Malang. By giving contribution in translating the words, they will get badges and stats as rewards and become the lecturer’s assessment. Therefore, the researchers are going to analyze the effectiveness of Google Translate based in Translation course. Meanwhile, the significance of this study is to give insight for education practitioners in developing teaching method of Translation. The data is analyzed using qualitative descriptive by distributing questionnaire to twenty seven EFL learners who took the course and interviewing the lecturer who applied this method.

scholarly journals SOME METHODS OF EXPERIENCE-BASED LEARNING FOR STUDENTS SPECIALIZED IN MECHANICAL ENGINEERING

2019 ◽  
Vol 1 (2) ◽  
pp. 186-193
Author(s):  
Minh Tan Tang ◽  
Tuan Van Phan
Keyword(s):  
Teaching Methods ◽  
Mechanical Engineering ◽  
Teaching Method ◽  
Soft Skills ◽  
Practical Experience ◽  
Creative Potential ◽  
Experience Based Learning ◽  
New Knowledge ◽  
Practical Capacity

The paper generally presents about integrating soft skills into teaching by using experience-based teaching method. This method is the process in which the teacher plays the roles of organizing, guiding, orienting and implementing activities with learners, helping learners to find new knowledge, values and capabilities. That new knowledge and capacity continue to be verified in the process of experiencing reality, solving tasks posed by teacher, and then sharing the knowledge that has just been acquired with their friends and lecturer. Therefore, learners will be more receptive. Through the article, the authors would like to share teaching methods via practical experience in teaching specialized subjects of Mechanical Engineering to help students have more opportunities to experience, to apply the knowledge into reality, thence, forming skills and practical capacity as well as promoting the creative potential of the learners themselves.

scholarly journals FOREIGN LANGUAGE TEACHING METHOD

2021 ◽  
Vol 58 (1) ◽  
pp. 2041-2046
Author(s):  
Akmaral A. Batayeva Et al.
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
New Methods

     There are various teaching methods when teaching a foreign language, it is necessary to pay attention to new ways to stimulate the speech of students.  However, numerous classical schools still try to teach by the old methods and from the old books.  There will always be problems, and you will never speak the foreign language well.  By using new methods, it is easy to learn to speak English and improve at it.  You will be able to speak like a native speaker.

Il Boccaccio di Baldassar Castiglione: la duplice immagine del Certaldese nelle pagine del Cortegiano

2020 ◽  
pp. 231-245
Author(s):  
Flavia Palma
Keyword(s):  
Giovanni Boccaccio ◽  
The Other ◽  
Literary Language ◽  
Other Hand ◽  
Questione Della Lingua ◽  
The One ◽  
Definition Of

Giovanni Boccaccio is quoted several times in Castiglione’s Cortegiano, but all these mentions are inserted in two specific contexts: on the one hand, the debate on literary language, developed in the letter of dedication to don Michel De Silva and in the first book; on the other hand, the definition of the joke in book II. Starting from these premises, this essay analyses the meanings of Boccaccio’s presence in the Cortegiano. It shows that Castiglione’s treatise provides two different and concurrent representations of the author of the Decameron: a positive one, connected to the ‘questione della lingua’, that offers Boccaccio as a promoter of the usage (‘uso’); a critical one, deriving from the theory of the ‘facezia’, that makes Boccaccio a challenging and challenged model.

scholarly journals Gasprinsky`s new teaching method

2021 ◽  
pp. 118-137
Author(s):  
Ismail A. Kerimov ◽  
◽  
Keyword(s):  
Primary Schools ◽  
Teaching Method ◽  
Educational Process ◽  
Teaching Reading ◽  
Reading And Writing ◽  
New Methods ◽  
Muslim Countries ◽  
Personal Contribution ◽  
Crimean Tatar

The article discusses the issue of the new methodology “Usul-i- jedit” (“New methods of teaching reading and writing”), developed by I. Gasprinsky at the very beginning of 1880 in the Crimean Tatar primary schools. It traces the spread of “Usul-i-jedit” in Muslim schools of Volga region, Caucasus, Central Asia, Turkey, Iran, India and other regions. It shows how the reforms of the educational system of that time influenced to dynamics and quality of the education. Based on little-known sources, Gasprinsky`s personal contribution to the development of the educational process in Muslim countries is reflected.

scholarly journals Romanticism in Poetry of Surat Cinta by WS Rendra

2020 ◽  
Vol 4 (2) ◽  
pp. 16-23
Author(s):  
Takwa Takwa ◽  
Agus Nasir ◽  
Abdul Jumail Syam
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Study Data ◽  
The Other ◽  
Reading And Writing ◽  
Research Instrument ◽  
Analysis Techniques ◽  
Other Hand ◽  
Entire Data ◽  
Data Source

This research is motivated by a theory that combines daily reality and the reality behind it and tries to find daily reality, but on the other hand it also tries to discover what is behind daily reality. The problem under study is how romanticism in the poems of Surat Cinta by WS Rendra. The purpose of this study is to describe romanticism in the poem Surat Cinta by WS Rendra. The method used is descriptive qualitative. The data source of this research, namely the poem Surat Cinta by WS Rendra. The research instrument was the researcher himself, with data collection techniques carried out by reading and writing techniques. The technique is carried out in the following sequence (1) reading poetry, (2) recording the entire data obtained from the reading results, and (3) identifying the problem points according to the scope of the study. Data analysis techniques are processed through an expressive approach that focuses attention on the authors of literary works. The results showed that there was an equivalent and opposition in the poem Surat Cinta by WS Rendra. Equivalent can be found in aspects of love that lead to: (1) passion, (2) liking, (3) remembering and thinking in the heart, (4) distress, (5) worry, and (6) sadness. Meanwhile, the Opposition can be found in aspects of expression in the form of: (1) thoughts with feelings, (2) men with women, (3) likes with grief, and (4) sweet with bitter. Equivalent and opposition in the poem Surat Cinta by Rendra as a whole develops the integrity of meaning in poetry.

scholarly journals MODEL PENDIDIKAN TOLERANSI DI PESANTREN MODERN DAN SALAF

2016 ◽  
Vol 3 (1) ◽  
pp. 81
Author(s):  
Ali Maksum
Keyword(s):  
Educational System ◽  
Teaching Methods ◽  
Descriptive Study ◽  
The Other ◽  
Educational Systems ◽  
High Tolerance ◽  
Other Hand ◽  
Education Model ◽  
Bahasa Indonesia ◽  
Inductive Analysis

<p><strong>Bahasa Indonesia:</strong></p><p>Penelitian ini bertujuan mengetahui model pendidikan toleransi di pesantren modern dan di pesantren salaf. Penelitian ini merupakan penelitian deskriptif kualitatif dengan setting dua pesantren, yakni pesantren modern Gontor Ponorogo dan pesantren salaf Tebuireng Jombang. Teknik pengumpulan datanya dengan wawancara dan dokumentasi. Untuk analisis data digunakan teknik analisis induktif. Hasil penelitian menunjukkan: (1) Pesantren Darussalam Gontor merupakan pesantren modern, dengan ciri khas berupaya memadukan tradisionalitas dan modernitas pendidikan. Sistem pengajaran wetonan dan sorogan diganti dengan sistem klasikal (pengajaran di dalam kelas) yang berjenjang dan kurikulum terpadu diadopsi dengan penyesuaian tertentu. Sistem pendidikan yang digunakan di pondok modern dinamakan sistem Mu’allimin, atau terkenal dengan nama Kulliyatul-Mu'allimin al-Islamiyah (KMI). Sedangkan sistem pendidikaan di pondok pesantren Tebuireng, dilihat dari segi sistem pendidikan dan pengajarannya sepenuhnya tidak dapat disebut sebagai pesantren salaf murni. Karena di pesantren Tebuireng masih mempertahankan sistem pendidikan  salaf, juga menerapkan sistem pendidikan modern. Oleh karena itu, untuk sekarang ini lebih tepat apabila menyebut Pondok Pesantren Tebuireng dengan sebutan Pondok Pesantren Campuran atau Pondok Pesantren Terpadu (antara khalaf dan salaf).  (2) Baik di pondok pesantren modern dan salaf, Islam yang dipahami dan diaktualkan adalah Islam yang inklusif, ramah, tidak kaku, moderat, yakni Islam yang bernuansa perbedaan dan sarat dengan nilai-nilai multikultural. Mendakwahkan Islam yang  seperti inilah yang menjadikan Islam bisa bersentuhan dengan multikultur. Untuk membentuk santri yang toleran kedua pesantren ini mengajarkannya melalui kurikulum pendidikan dan keteladanan hidup sehari-hari.</p><p> </p><p> </p><p><strong>English:</strong></p><p>This research purposes to examine tolerant education model in both modern and salafis pesantren. This qualitatively descriptive study involves two pesantren settings, the modern pesantren Gontor Ponorogo and the salafis pesantren Tebuireng Jombang. Data is collected through interviews and documentations. From an inductive analysis, this research shows the following results. First, the Gontor modern pesantren acculturate preserved traditional value of pesantren in the modernity of educational systems. Particular teaching methods such as wetonan and sorogan are transformed into more standardized grades in classical way. Classic curriculum is still preserved in the class with some adaptations. This system is later called Mu’allimin or more popular as Kulliyatul-Mu'allimin al-Islamiyah (KMI). On the other hand, educational system in the pesantren of Tebuireng cannot be considered as the pure salafis category as the pesantren is still conducted the salafis education and the modern one separately. Therefore, the Tebuireng is now more exactly called “mixed pesantren” or integrated pesantren –between the khalafis and salafis. The next result of this result shows the fact that both salafis and integrated pesantrens actualize inclusive, peaceful, flexible, ad moderate Islam in which diversity and multiculturalism is in it. Islamic missionary in this way sustain Islam to live together with multi-culture. Curriculum of education and good-model leadership create santris with high tolerance.</p>

scholarly journals MODEL PENDIDIKAN TOLERANSI DI PESANTREN MODERN DAN SALAF

2016 ◽  
Vol 3 (1) ◽  
pp. 81
Author(s):  
Ali Maksum
Keyword(s):  
Educational System ◽  
Teaching Methods ◽  
Descriptive Study ◽  
The Other ◽  
Educational Systems ◽  
High Tolerance ◽  
Other Hand ◽  
Education Model ◽  
Bahasa Indonesia ◽  
Inductive Analysis

<p><strong>Bahasa Indonesia:</strong></p><p>Penelitian ini bertujuan mengetahui model pendidikan toleransi di pesantren modern dan di pesantren salaf. Penelitian ini merupakan penelitian deskriptif kualitatif dengan setting dua pesantren, yakni pesantren modern Gontor Ponorogo dan pesantren salaf Tebuireng Jombang. Teknik pengumpulan datanya dengan wawancara dan dokumentasi. Untuk analisis data digunakan teknik analisis induktif. Hasil penelitian menunjukkan: (1) Pesantren Darussalam Gontor merupakan pesantren modern, dengan ciri khas berupaya memadukan tradisionalitas dan modernitas pendidikan. Sistem pengajaran wetonan dan sorogan diganti dengan sistem klasikal (pengajaran di dalam kelas) yang berjenjang dan kurikulum terpadu diadopsi dengan penyesuaian tertentu. Sistem pendidikan yang digunakan di pondok modern dinamakan sistem Mu’allimin, atau terkenal dengan nama Kulliyatul-Mu'allimin al-Islamiyah (KMI). Sedangkan sistem pendidikaan di pondok pesantren Tebuireng, dilihat dari segi sistem pendidikan dan pengajarannya sepenuhnya tidak dapat disebut sebagai pesantren salaf murni. Karena di pesantren Tebuireng masih mempertahankan sistem pendidikan  salaf, juga menerapkan sistem pendidikan modern. Oleh karena itu, untuk sekarang ini lebih tepat apabila menyebut Pondok Pesantren Tebuireng dengan sebutan Pondok Pesantren Campuran atau Pondok Pesantren Terpadu (antara khalaf dan salaf).  (2) Baik di pondok pesantren modern dan salaf, Islam yang dipahami dan diaktualkan adalah Islam yang inklusif, ramah, tidak kaku, moderat, yakni Islam yang bernuansa perbedaan dan sarat dengan nilai-nilai multikultural. Mendakwahkan Islam yang  seperti inilah yang menjadikan Islam bisa bersentuhan dengan multikultur. Untuk membentuk santri yang toleran kedua pesantren ini mengajarkannya melalui kurikulum pendidikan dan keteladanan hidup sehari-hari.</p><p> </p><p> </p><p><strong>English:</strong></p><p>This research purposes to examine tolerant education model in both modern and salafis pesantren. This qualitatively descriptive study involves two pesantren settings, the modern pesantren Gontor Ponorogo and the salafis pesantren Tebuireng Jombang. Data is collected through interviews and documentations. From an inductive analysis, this research shows the following results. First, the Gontor modern pesantren acculturate preserved traditional value of pesantren in the modernity of educational systems. Particular teaching methods such as wetonan and sorogan are transformed into more standardized grades in classical way. Classic curriculum is still preserved in the class with some adaptations. This system is later called Mu’allimin or more popular as Kulliyatul-Mu'allimin al-Islamiyah (KMI). On the other hand, educational system in the pesantren of Tebuireng cannot be considered as the pure salafis category as the pesantren is still conducted the salafis education and the modern one separately. Therefore, the Tebuireng is now more exactly called “mixed pesantren” or integrated pesantren –between the khalafis and salafis. The next result of this result shows the fact that both salafis and integrated pesantrens actualize inclusive, peaceful, flexible, ad moderate Islam in which diversity and multiculturalism is in it. Islamic missionary in this way sustain Islam to live together with multi-culture. Curriculum of education and good-model leadership create santris with high tolerance.</p>

scholarly journals Narrative Study of Science Teaching Methods and Techniques in the New Normal

2021 ◽  
Vol 2 (3) ◽  
pp. 305-312
Author(s):  
Jastine Kent Florungco ◽  
Dennis G. Caballes
Keyword(s):  
Science Teaching ◽  
Education System ◽  
Teaching Methods ◽  
The Other ◽  
New Normal ◽  
Online Class ◽  
Narrative Study ◽  
Other Hand ◽  
Methods And Techniques

This study aims to discover the different techniques teachers use in delivering lessons in an online class. Teachers are still adjusting to the effects of the pandemic on the education system, particularly on the delivery of learning online. It was revealed that educators tend to test various techniques in teaching the learners' competencies. Assessments play a key role in dictating the success of these methods, which is why teachers are seemed to be very cautious in conducting quizzes and exams because these may be prone to cheating since it is online nature. On the other hand, the ongoing internet issues still hound the system here in the country.

scholarly journals SEMANTIC MODEL “DILIGENT” IN THE BALTIC-FINNIC LANGUAGES

2020 ◽  
Vol 14 (2) ◽  
pp. 214-221
Author(s):  
Irma Ivanovna Mullonen ◽  
Tatjana Vladimirovna Pashkova
Keyword(s):  
Hard Work ◽  
The Other ◽  
Significant Part ◽  
Semantic Model ◽  
Literary Language ◽  
Slavic Linguistics ◽  
Other Hand ◽  
The One ◽  
The Baltic ◽  
Semantic Evolution

The article presents a semantic-motivational analysis of twenty Baltic-Finnic dialect and literary language words used to nominate a hard-working person. The source of the material was the dialect dictionaries of individual Baltic-Finnish languages and their file cabinets. The data of etymological dictionaries are also involved. The undertaken research was carried out in line with ethnolinguistics, which is developing successfully in Slavic linguistics, despite the fact that practically no such studies were conducted on the material of the Baltic-Finnish languages. Involving as a comparison the corresponding results according to the Russian dialects showed that the linguistic image of the hardworking is characterized by certain universals in the motivation for naming. However, the Baltic-Finnish units differ in their specificity. The nominations of hardworking people are secondary in them and go back to the names, on the one hand, of dynamic qualities ‘quick, brisk, energetic’, on the other hand, spiritual characteristics (‘enthusiastic, passionate, greedy’) that turn out to be etymologically closely related. It was revealed that they correlate with the basics marking fast, sharp, intense movement - from walking to a blow or a gust of wind. At the same time, a significant part of the verbs of this series can be confidently qualified as having a descriptive, onomatopoeic nature, which is also inherited by the names of hard workers. The revealed regularity of semantic evolution (‘quick abrupt movement’ → ‘fast, energetic, passionate’ → ‘hardworking’) is important for establishing the etymological sources of words that represent the idea of hard work, as it defines a certain algorithm for such a search. Now the lexemes representing the established semantic paradigm are actually divorced according to different etymological articles and the connection between them is most often not indicated in any way.

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