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This study aims to make traditional books that were packaged electronically with an ethnomathematics approach to traditional snacks, which was adapted from Bruner's theory by presenting three stages of Bruner's theory as enactive, iconic, and symbolic by incorporating elements of traditional snacks as an ethnomathematics approach as an effort to build students' mathematical understanding abilities. The method used the 4-D concept by using questionnaires and test instruments so that this media was valid and suitable for use as a medium in learning mathematics. The results showed a score of 3.86 for material experts and 3.74 for media experts, with 82% eligibility criteria to improve students' mathematical understanding abilities. The response to the ethnomathematics-based e-book was 91% with the "Very Eligible" criteria. It can be concluded that this e-book was developed to meet valid criteria and is practical and effective in use.

Abstract: This study aims to describe the improvement of students' comprehension skills in Arabic texts by implementing the Two Stay Two Stray learning model in class X IPA MA Al-Anwar Jombang. Design of this research is classroom action research. This action research has four procedures in its implementation, planning, implementing action, observing, and reflecting. The research subjectsvwere students of class X IPA MA Al-Anwar Jombang, 36 students. This research was conducted in January-February 2020 with 2 cycles. Research data in the form of observations, field notes, interviews, test results, and documentation. Data analysis used quantitative description analysis and qualitative description analysis. The criterion for the success of the action is an increase in students' ability to understand Arabic texts. The results obtained after the implementation of the action, namely students become more active and enthusiastic in participating in learning. Students show high attitudes, interests, and enthusiasm. In addition, there is an increase in students' abilities which are shown through test results. The results of student test scores at the time of pre-action that met the KKM standard were 11 people or 31 percent of the total number of students. In the first cycle of activities, 19 students reached the KKM or 53 percent of the total number of students. In cycle II, 28 students reached the KKM or 78 percent of the total number of students. This shows that the Two Stay Two Stray learning model can improve students' ability to understand Arabic texts. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan peningkatan kemampuan memahami siswa dalam teks berbahasa Arab dengan implementasi model pembelajaran Two Stay Two Stray pada siswa kelas X IPA MA Al-Anwar Jombang. Desain penelitian ini adalah penelitian tindakan kelas. Penelitian tindakan ini memiliki empat prosedur dalam pelaksanaannya, yaitu perencanaan, implementasi tindakan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas X IPA MA Al-Anwar Jombang yang berjumlah 36 siswa. Penelitian ini dilaksanakan pada bulan Januari-Februari 2020 dengan 2 siklus. Data penelitian berupa hasil observasi, catatan lapangan, hasil wawancara, hasil tes, dan dokumentasi. Analisis data menggunakan analisis deskripsi kuantitatif dan analisis deskripsi kualitatif. Kriteria keberhasilan tindakan yaitu terjadinya peningkatan kemampuan siswa dalam memahami teks berbahasa Arab. Hasil penelitian yang diperoleh setelah implementasi tindakan, yaitu siswa menjadi lebih aktif dan antusias dalam mengikuti pembelajaran. Siswa menujukkan sikap, minat, dan semangat yang tinggi. Selain itu, ada peningkatan kemampuan siswa yang ditunjukkan melalui hasil tes. Hasil skor tes siswa pada saat pratindakan yang memenuhi standar KKM sebanyak 11 orang atau sebesar 31% dari jumlah siswa. Pada kegiatan siklus I, siswa yang mencapai KKM sebanyak 19 orang atau sebesar 53 persen dari jumlah siswa. Pada siklus II, siswa yang mencapai KKM sebanyak 28 orang atau sebesar 78 persen dari jumlah siswa. Hal tersebut 137 menunjukkan bahwa model pembelajaran Two Stay Two Stray dapat meningkatkan kemampuan siswa dalam memahami teks bahasa Arab.

The students' comprehension of listening texts in different types of discourse is mandatory at the university level. However, Moroccan university students still find difficulties when listening to some types of discourse, especially the argumentative and the descriptive ones. Admittedly, knowing about the hindrances that students face while listening to different types of discourse will pave the way for teachers to improve their teaching methods concerning listening skills. The objective of this study is to measure the Moroccan university students' ability to comprehend argumentative and descriptive listening texts and whether there is a correlation between the two types of discourse. Tests are used as data collection instruments that were assigned to 92 Moroccan Semester 4 students studying in education professional BA degree in the school of Art and Humanities Moulay Ismail University in Meknes, Ibn Tofail University in Kenitra as well as ENS (Ecole National Supérieure) in Meknes. The findings state that there is a significant difference between descriptive and argumentative listening ability as well as a significant positive correlation between the two sets of data. [ABSTRACT FROM AUTHOR]

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This study investigates first whether news video in a computer-assisted language learning (CALL) program can foster second language (L2) comprehension and incidental acquisition of adjectives, nouns, and verbs. Second, this study examines the relationship between the participants' vocabulary acquisition and their video comprehension. The participants in this study were 44 proficient L2 learners and 39 less-proficient learners. These Taiwanese university participants joined a video-based CALL activity and completed follow-up vocabulary and comprehension tests. Quantitative analysis was conducted in terms of two proficiency groups with different English reading and listening abilities. The statistic results suggest that this activity significantly enhanced less-proficient participants' incidental vocabulary acquisition and comprehension. Both proficient and less-proficient groups made significant progress in incidental vocabulary acquisition. Through the activity of viewing video-based lessons, both proficient and less-proficient participants acquire nouns and verbs incidentally better than adjectives. Two proficiency groups of participants' vocabulary acquisition were positively related to their video comprehension. Ein Video-basiertes CALL-Programm fur professionelle und weniger geubte L2 Lernende fur Leseverstandnis-Fahigkeit, beilaufige Wortschatz Acquisition Diese Studie untersucht zunachst, ob der Einsatz eines Nachrichtenvideos in einem CALL-Programm (Computer gestutztes Sprachen-Lernprogramm) das Verstandnis der zweiten Sprache festigen, auch das zufallige Lernen von Adjektiva, Substantiva und Verben fordern kann. Weiterhin untersucht diese Studie die Beziehung zwischen der Teilnehmer-Wortschatz-Akquisition und Ihrem Video Verstandnis. Die Teilnehmer an dieser Studie waren 44 geubte L2-Lernende und 39 weniger geubte Lernende. Diese Teilnehmer einer taiwanesische Universitat besuchten eine Video-basierte CALL-Aktivitat und darauf folgende Wortschatzubungen und Verstandnis Tests. Quantitative Analyse wurde an zwei Profi-Gruppen mit verschiedenen Englisch- Lese-und Hor-Fahigkeiten durchgefuhrt. Die Statistik-Ergebnisse deuten darauf hin, dass diese Aktivitat bedeutend starker den weniger-geubten Teilnehmern bei zufalliger Wortschatz-Akquisition und Verstandnis zugute kam. Beide Gruppen machten erhebliche Fortschritte im beilaufigen Wortschatz-Erwerb. Durch das Arbeiten mit den Video Lektionen erlernen sie Substantiva und Verben besser als Adjektiva. Zwei fortgeschrittene Gruppen von Teilnehmern 'Wortschatzubungen' hatten einen positiven Bezug zum Video Verstandnis. Un programme fonde sur la video pour l'apprentissage des langues assiste par ordinateur pour developper chez des apprenants avances et moins avances en langue seconde la capacite de comprehension et l'acquisition du vocabulaire discret La presente etude examine d'abord dans quelle mesure des enregistrements video de nouvelles dans un programme d'enseignement informatise de langue etrangere peut favoriser la comprehension de la langue 2 (L2) et l'acquisition fortuite d'adjectifs, de noms et de verbes. On examine ensuite la relation entre l'acquisition du vocabulaire par les participants et leur comprehension de la video. Les participants a cette etude etaient 44 apprenants de la L2 d'un bon niveau et 39 d'un niveau moins avance. Ces participants de l'universite de Taiwan ont participe a cette activite d'apprentissage linguistique basee sur l'ordinateur et la video rempli les tests de suivi lexical et de comprehension. On a effectue une analyse quantitative portant sur deux groupes de niveau ayant des capacites differentes en comprehension ecrite et aurale. Les resultats statistiques permettent de penser que cette activite a nettement renforce chez les participants moins avances l'acquisition du vocabulaire fortuit et la comprehension. Les groupes avances tout comme les groupes moins avances ont progresse de facon significative en acquisition fortuite du vocabulaire. Par l'activite de visionnement des lecons fondees sur la video, tous les participants, avances et moins avances, acquierent des noms et des verbes de facon fortuite mieux que les adjectifs. Pour deux groupes de niveau, l'acquisition du vocabulaire a ete associee de facon positive a leur comprehension de la video. Un programa de aprendizaje de idiomas asistido por ordenador y basado en el video para la adquisicion por parte de alumnos avanzados y menos avanzados en la segunda lengua de la comprension y del vocabulario incidental El presente estudio examina en primero lugar si los telediarios grabados en video dentro de un programa de aprendizaje de idiomas asistido por ordenador pueden fomentar en la lengua segunda (L2) la comprension y la adquisicion incidental de adjetivos, nombres y verbos. En segundo lugar este estudio examina la relacion entre la adquisicion de vocabulario por parte de los participantes y su comprension del video. Los participantes del estudio eran 44 estudiantes de la L2 de nivel avanzado y 39 de nivel menos avanzado. Esos participantes de una universidad taiwanesa se matricularon en una actividad de aprendizaje informatizado de idiomas basada en el video y se sometieron a los tests de seguimiento lexical y de comprension. Se hizo un analisis cuantitativo tomando en cuenta los dos grupos de nivel con habilidades diferentes en la comprension lectora y auditiva de la lengua inglesa. Los resultados estadisticos hacen pensar que esa actividad realzo de una manera significativa tanto la adquisicion del vocabulario incidental como la comprension entre los participantes del nivel mas bajo. Ambos grupos, tanto los avanzados como los menos avanzados hicieron significativos progresos en la adquisicion del vocabulario incidental. A traves de la vision de esas lecciones basadas en el video, los participantes de ambos niveles adquieren nombres y verbos incidentales mejor que los adjetivos. En dos grupos de nivel se evidencio una relacion positiva entre la comprension del video y la adquisicion del vocabulario. [ABSTRACT FROM AUTHOR]