OPAC-Artikel dan Majalah USD Library

Abstrak: Hasil tes usap yang digelar Badan Intelijen Negara diduga tak akurat. Tak semua hasil pengujian itu dilaporkan ke Satuan Tugas Penanganan Covid-19 ataupun Badan Penelitian dan Pengembangan Kesehatan Kementerian Kesehatan. Ketidakakuratan itu disebut bisa mempercepat penularan virus.

Abstrak: Serangan digital bertubi-tubi menghantam aktivis yang bersikap kritis terhadap kebijakan pemerintah. Pelaku serangan membajak akun WhatsApp dan media sosial mereka serta mencuri data pribadi yang kemudian disebarluaskan. Pelaku peretasan diduga mencegat pesan berisi sandi yang dikirim WhatsApp. Tempo menelusuri kembali jejak pelaku peretasan.

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Abstrak: Imlek dan angpau bagaikan teman seiring mengarungi masa. Bermula dari legenda untuk mengusir roh jahat, angpau kini menjadi simbol keberuntungan memasuki tahun baru. Beragam nominal mengerucut pada satu makna: semoga berlimpah rezeki di tahun yang baru.

Abstrak: Undang-Undang Amandemen Imigrasi yang mendiskriminasi muslim memicu protes besar dan kerusuhan di India. Partati oposisi menggalang masa untuk menentang Perdana Menteri Narendra Modi.

Abstrak: A major issue that continues to challenge language teachers is how to ensure that learners develop accuracy and complexity in their speaking as well as fluency. Teachers know that too much corrective feedback (CF) can make learners reluctant to speak, while not enough may allow their errors to become entrenched. Furthermore, there is controversy over the effectiveness of recasts (the most common form of CF) in promoting acquisition. This article explores a methodology, 'Small Talk', which aims to resolve some of the tensions between the need to encourage truly communicative language use and the need to develop complexity and to bring focus on forms into the syllabus in ways that can be recognized as valid and relevant by both teachers and learners. lt presents some preliminary research on the viability of this CF methodology premised on attention to, and arising from the needs of, the individual learner.

Abstrak: The Storyline approach is little known in language teaching contexts although it has much in common with task-based education. Learners play the parts of characters in an unfolding narrative, collaborating on tasks. in small groups, a method which combines the use of language skills with practical work. A word often used by participants in a Storyline topic is 'fun'. This article reports on a study in which I attempted to identify the features that particularly appealed to a class of Swedish 11-13 year olds, and how working in this way impacted on their leorning of English. The data show that learners were strongly motivated by particular tasks and that the experience of taking part in a Storyline brought specific language benefits.

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Abstrak: Intermediate learners of English often show considerable skill in communicating orally and using language productively to solve the tasks set. However, on closer inspection, the actual language produced is often very simple and contributes little to students' language growth. The present article reports on a small-scale pedagogic intervention that attempts to redress this situation by raising students' awareness about the nature of effective talk. Results show that students are able to learn to interact in more useful ways and that this change in the way they talk also has an effect on their ability to write more coherent texts in a foreign language.

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