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The Exploration of Duolingo Application for Vocabulary Building and Pronunciation of Pre-Service Teachers
Betri Virga Erizara, Suciana Wijirahayu English Education Program, Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia DOI: 10.37729/scripta.v11i1.5081
Abstract: Teaching and learning vocabulary and pronunciation is challenging for foreign language learning. Currently, the majority of vocabulary and pronunciation teaching in the classroom employs traditional and uninspiring approaches. Conversely, gamification-based technology in the educational environment is believed to facilitate learners’ progress and skills. This study aims to investigate the potential of gamification-based technology media, specifically Duolingo, to enhance prospective English teachers’ English vocabulary and pronunciation skills. This study employed a quantitative approach. The study was conducted at a private university in Jakarta with 72 students as participants. The results of this study indicate that most participants perceive learning a foreign language, particularly vocabulary and pronunciation, through Duolingo as relatively straightforward due to the numerous conversation exercises with diverse vocabulary. Several findings corroborate this regarding Duolingo’s facilities, which include ease of access, variety of topics and information, and a positive effect on learners’ motivation and enthusiasm for learning English. This research implies that Duolingo is an effective tool to support learners in learning foreign languages, especially vocabulary development and English pronunciation, which is easy and enjoyable.
“The Exploration of Duolingo Application for Vocabulary Building and Pronunciation of Pre-Service Teachers”, the underlined word (“Building”) can be correctly classified as:
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The Exploration of Duolingo Application for Vocabulary Building and Pronunciation of Pre-Service Teachers
Betri Virga Erizara, Suciana Wijirahayu English Education Program, Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia DOI: 10.37729/scripta.v11i1.5081
Abstract: Teaching and learning vocabulary and pronunciation is challenging for foreign language learning. Currently, the majority of vocabulary and pronunciation teaching in the classroom employs traditional and uninspiring approaches. Conversely, gamification-based technology in the educational environment is believed to facilitate learners’ progress and skills. This study aims to investigate the potential of gamification-based technology media, specifically Duolingo, to enhance prospective English teachers’ English vocabulary and pronunciation skills. This study employed a quantitative approach. The study was conducted at a private university in Jakarta with 72 students as participants. The results of this study indicate that most participants perceive learning a foreign language, particularly vocabulary and pronunciation, through Duolingo as relatively straightforward due to the numerous conversation exercises with diverse vocabulary. Several findings corroborate this regarding Duolingo’s facilities, which include ease of access, variety of topics and information, and a positive effect on learners’ motivation and enthusiasm for learning English. This research implies that Duolingo is an effective tool to support learners in learning foreign languages, especially vocabulary development and English pronunciation, which is easy and enjoyable.
TEXT 1
The Exploration of Duolingo Application for Vocabulary Building and Pronunciation of Pre-Service Teachers
Betri Virga Erizara, Suciana Wijirahayu English Education Program, Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia DOI: 10.37729/scripta.v11i1.5081
Abstract: Teaching and learning vocabulary and pronunciation is challenging for foreign language learning. Currently, the majority of vocabulary and pronunciation teaching in the classroom employs traditional and uninspiring approaches. Conversely, gamification-based technology in the educational environment is believed to facilitate learners’ progress and skills. This study aims to investigate the potential of gamification-based technology media, specifically Duolingo, to enhance prospective English teachers’ English vocabulary and pronunciation skills. This study employed a quantitative approach. The study was conducted at a private university in Jakarta with 72 students as participants. The results of this study indicate that most participants perceive learning a foreign language, particularly vocabulary and pronunciation, through Duolingo as relatively straightforward due to the numerous conversation exercises with diverse vocabulary. Several findings corroborate this regarding Duolingo’s facilities, which include ease of access, variety of topics and information, and a positive effect on learners’ motivation and enthusiasm for learning English. This research implies that Duolingo is an effective tool to support learners in learning foreign languages, especially vocabulary development and English pronunciation, which is easy and enjoyable.
TEXT 1
The Exploration of Duolingo Application for Vocabulary Building and Pronunciation of Pre-Service Teachers
Betri Virga Erizara, Suciana Wijirahayu English Education Program, Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia DOI: 10.37729/scripta.v11i1.5081
Abstract: Teaching and learning vocabulary and pronunciation is challenging for foreign language learning. Currently, the majority of vocabulary and pronunciation teaching in the classroom employs traditional and uninspiring approaches. Conversely, gamification-based technology in the educational environment is believed to facilitate learners’ progress and skills. This study aims to investigate the potential of gamification-based technology media, specifically Duolingo, to enhance prospective English teachers’ English vocabulary and pronunciation skills. This study employed a quantitative approach. The study was conducted at a private university in Jakarta with 72 students as participants. The results of this study indicate that most participants perceive learning a foreign language, particularly vocabulary and pronunciation, through Duolingo as relatively straightforward due to the numerous conversation exercises with diverse vocabulary. Several findings corroborate this regarding Duolingo’s facilities, which include ease of access, variety of topics and information, and a positive effect on learners’ motivation and enthusiasm for learning English. This research implies that Duolingo is an effective tool to support learners in learning foreign languages, especially vocabulary development and English pronunciation, which is easy and enjoyable.
TEXT 1
The Exploration of Duolingo Application for Vocabulary Building and Pronunciation of Pre-Service Teachers
Betri Virga Erizara, Suciana Wijirahayu English Education Program, Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia DOI: 10.37729/scripta.v11i1.5081
Abstract: Teaching and learning vocabulary and pronunciation is challenging for foreign language learning. Currently, the majority of vocabulary and pronunciation teaching in the classroom employs traditional and uninspiring approaches. Conversely, gamification-based technology in the educational environment is believed to facilitate learners’ progress and skills. This study aims to investigate the potential of gamification-based technology media, specifically Duolingo, to enhance prospective English teachers’ English vocabulary and pronunciation skills. This study employed a quantitative approach. The study was conducted at a private university in Jakarta with 72 students as participants. The results of this study indicate that most participants perceive learning a foreign language, particularly vocabulary and pronunciation, through Duolingo as relatively straightforward due to the numerous conversation exercises with diverse vocabulary. Several findings corroborate this regarding Duolingo’s facilities, which include ease of access, variety of topics and information, and a positive effect on learners’ motivation and enthusiasm for learning English. This research implies that Duolingo is an effective tool to support learners in learning foreign languages, especially vocabulary development and English pronunciation, which is easy and enjoyable.
Sobre os desafios da neurociência aplicada a educação, analise as alternativas a seguir:
I. A Neurociência, quando dialoga com a educação, promove caminhos para o educador tornar-se um mediador do como ensinar com qualidade por meio de recursos pedagógicos que estimulem o estudante a pensar sobre o pensar. E o conhecimento do funcionamento do cérebro tornou-se muito importante para as práticas docentes em geral e hoje em dia.
II. A escola precisa sair das concepções obsoletas e saber como os estudantes aprendem. É a possibilidade da conquista da eficiência pedagógica. Todos precisam aprender a refletir, a raciocinar, a utilizar estratégias de resolução de problemas. Logo, “conhecer e entender o processo de aprendizagem e do comportamento tornou-se um grande desafio para os educadores.
III. As diferentes áreas do saber precisam envolver esses encéfalos com mais especializações e alcançar intensas experiências cognitivas. É fundamental que os educadores conheçam as estruturas cerebrais como interfaces da aprendizagem e do comportamento para a ininterrupção do desenvolvimento e que seja sempre um campo a ser explorado.
IV. Os conhecimentos científicos ajudam a conhecer melhor o funcionamento do cérebro e suas possíveis aplicações, e assim fazer toda a diferença para poder compreender os processos e mecanismos envolvidos na aquisição dos saberes.
V. O que se afirma é de suma importância para todos os educadores. Quando tomam conhecimento do funcionamento neurológico e do desenvolvimento maturacional do cérebro, aí sim podem de fato colaborar com o desenvolvimento do potencial cognitivo de cada aluno, principalmente nos dias atuais, quando é preciso ficar claro que o processo de aprendizagem, seja de leitura, de escrita ou de qualquer outro conhecimento, ocorre no cérebro. Logo, é essencial conhecê-lo, desvendá-lo, investigá-lo.
Estão CORRETOS:
Sobre a aprendizagem baseada em problemas, analise as alternativas e assinale a INCORRETA:
A respeito da Bioética em seus vários contextos, analise os itens a seguir:
I. Os princípios de bioética na educação, baseados nos quatro pilares da bioética, promovem a autonomia, não-maleficência, beneficência e justiça. Esses princípios guiam o desenvolvimento de currículos e metodologias que incentivam a reflexão crítica, o debate interdisciplinar e a formação de indivíduos conscientes e moralmente responsáveis, capacitando-os a atuar em sociedades democráticas e a buscar relações mais justas e humanizadas.
II. A bioética é interdisciplinar, transitando entre a filosofia, o direito e as ciências humanas, ela procura dar respostas sobre a justa manipulação e tratamento da vida de seres que podem sofrer, ou seja, seres vivos do reino Animalia.
III. Em uma sociedade na qual o sofrimento de um doente terminal pode ser encurtado ou o sofrimento de uma gestação indesejada pode ser evitado, a bioética também serve para oferecer o aparato intelectual e fundamental para estabelecer-se uma discussão justa sobre esses assuntos.
IV. A Bioética, como ciência transdisciplinar, baseada na ética e nas ciências da vida, que reflete sobre as questões éticas que emergem das novas tecnologias e da investigação científica, pode ter aqui um papel fundamental, na medida, em que poderá representar uma mais-valia para enriquecer e fundamentar estas discussões sobre temas mais atuais.
Estão CORRETOS:
https://g1.globo.com/mundo/noticia/2024/10/11/nobel-da-paz 2024-vai-para-organizacao-japonesa.ghtml
O vencedor do Prêmio Nobel da Paz, - 2024, foi:
Assinale a alternativa CORRETA:
A respeito da função do Banco Central do Brasil, entre outras, analise as assinale a INCORRETA:
https://www.bcb.gov.br/acessoinformacao/institucional
Segundo o IBGE, em 2024, o Bioma predominante no município de Santa Cecília, era:
https://cidades.ibge.gov.br/brasil/pb/santa-cecilia/panorama
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