Principles of Language Learning and Teaching

10. Prosody Acquisition by Japanese Learners

Inquiry-based teaching is a teaching method that focuses on students’ investigation on questions that are challenging in which the questions will lead students to be active and creative to find the answers. The stages are asking, investigating, creating, discussing, and reflecting. This article refers to an experimental study about the effectiveness of Inquiry based teaching to teach grammar at SMK Tamasiswa Sukoharjo, Central Java. The population of this research is the first grade students of SMK Tamansiswa Sukoharjo. The sample of this research consists of two classes; class A was used as the experimental group treated by using inquiry based teaching and class B as the control group treated by using lecture method. The sampling technique used is cluster random sampling. The instrument used to collect the data is grammar mastery test. The data were analyzed by using t-test. Based on the results of the analysis, the findings of this research is inquiry based teaching is more effective than lecture method to teach grammar. Based on the above findings, it can be concluded that inquiry based teaching is an effective method to teach grammar for the first grade students of the SMK Tamansiswa Sukoharjo. Keywords: Inquiry based Teaching, grammar mastery, lecture method

The effectiveness of inquiry based teaching to teach grammar

This research is aimed at finding out whether : first, inquiry based teaching is more effective than lecture method to teach grammar; second, the students with high level of risk-taking have better grammar mastery than those with low level of risktaking; and third, there is an interaction between the teaching methods and students’ risk-taking in teaching grammar. This research is an experimental study. It was carried out at the English Education Department of Veteran Bangun Nusantara University Sukoharjo in the Academic Year of 2013/2014. The population of this research is the first semester students of the English Education Department of Veteran Bangun Nusantara University Sukoharjo in the Academic Year of 2013/2014. The sample of this research consists of two classes; class A was used as the experimental group treated by using inquiry based teaching and class B as the control group treated by using lecture method. The sampling technique used is cluster random sampling. The instruments used to collect the data are students’ risktaking questionnaire and grammar mastery test. The data were analyzed by using multifactor analysis of variance (ANOVA 2X2) and Tukey test. Based on the results of the analysis, the findings of this research are: (1) inquiry based teaching is more effective than lecture method to teach grammar; (2) the students with high level of risk-taking have better grammar mastery than those with low level of risk-taking; and (3) there is an interaction between teaching methods and students’ risk-taking to teach grammar. In addition, the result of Tukey test shows that: (a) for the students having high risk taking, inquiry based teaching differs significantly from lecture method to teach grammar because qo (between A1B1and A2B1) is higher than qt andinquiry based teaching is more effective than lecture method to teach grammar because the mean of A1B1 is higher than A2B1; and (b) for the students having low risk taking, lecture method does not differ significantly from inquiry based teaching to teach grammar because qo (between A1B2and A2B2) is lower than qt. Based on the above findings, it can be concluded that inquiry based teaching is an effective method to teach grammar for the first semester students of the English Education Department of Veteran Bangun Nusantara University Sukoharjo in the Academic Year of 2013/2014. The effectiveness of the method is influenced by the students’ level of risk-taking. Key words: Inquiry based Teaching, Lecture Method, Grammar Mastery, Risk-taking, Experimental Study

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The effectiveness of inquiry based teaching to teach grammar viewed from students’ risk-taking

Risk taking, which is defined as the willingness even if individuals are not so sure of how to do it, is one of the vital points in the educational setting. Therefore, the study aims at primarily exploring the risk taking levels of pre-service teachers at the English language Teaching Department, secondly finding out the relation between gender and risk taking and thirdly the relation between the overall achievement score and risk taking inclination. The Risk Taking Scale was administered to find out their tendencies and it was revealed that there is no significant relation between the gender and risk taking and between the GPA and risk taking levels with an emphasis that pre-service teachers try to take risks in speaking with a high level of confidence.



The Interface Between Risk Taking and Foreign Language Speaking

Thesis (Ph.D.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders

Foreign accent modification: association among word emphasis and risk-taking for adult japanese english-language learners

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Foreign accent modification: association among word emphasis and risk-taking for adult japanese english-language learners