Page 173 - Jurnal Kurikulum BPK 2020
P. 173

RUJUKAN

               Adendorff,  E.  (2014).  A  task-based  approach  to  improving  the  communicative  skills  of
                    university students learning Afrikaans as an additional language. Stellenbosch Papers in
                    Linguistics Plus, 43(0), 1. https://doi.org/10.5842/43-0-190
               Celik, B. (2017). Task-based learning: An effective way of developing communication skills.
                    International Journal of Social Sciences and Educational Studies, 4(2 (Special Issue)),
                    109–114. https://doi.org/10.23918/ijsses.v4i2sip104
               Chamot,  A.  U.  (1998).  Teaching  learning  strategies  to  language  students.  Professional
                    Preparation of Teaching Assistants in Foreign Languages, 28. https://doi.org/ED419696
               Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education (7th ed.). New
                    York, USA: Routledge.
               Creswell,  J.  W.  (2008).  Educational  research:  planing,  conductiong,  and  evaluating
                    quantitative  and  quanlitative  research  (3rd  ed.).  New  Jersey,  USA:  Pearson  Merill
                    Prentice Hall.
               Creswell, J. W. & Clark, V. L. P. (2011). Designing and conducting mixed-methods research
                    (2nd ed.). Thousand Oaks, California: Sage Publications, Inc.
               Cummins,  J.  (1992).  Language  proficiency,  bilingualism,  and  academic  achievement.
                    Multiculural Classroom. https://doi.org/10.1186/s13019-014-0148-y
               Cummins, J. (1999). BICS and CALP: Clarifying the distinction. Opinion Papers, (1), 1–9.
                    https://doi.org/ED419696
               Cummins, J. (2007). Promoting literacy in multilingual contexts. What Works? Research into
                    Practice, 18(June), 1–4. https://doi.org/10.1080/0270271940150404
               Cummins,  J.  (2008).  BICS  and  CALP:  Empirical  and  theoretical  status  of  the  distinction.
                    Encyclopedia of Language & Education, 2(2008), 71–83. https://doi.org/10.1007/978-0-
                    387-30424-3_36
               Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching,
                    31(3), 117–135. https://doi.org/10.1017/S026144480001315X
               Edge, D., Searle, E., Chiu, K., Zhao, J. & Landay, J. A. (2011). Micro Mandarin: Mobile
                      language learning in context. Proceedings of the 2011 Annual Conference on Human
                      Factors       in      Computing       Systems       -      CHI       ’11,     3169.
                      https://doi.org/10.1145/1978942.1979413
               Engin, A. O. (2009). Second language learning success and motivation. Social Behavior and
                    Personality, 37(8), 1035–1041. https://doi.org/10.2224/sbp.2009.37.8.1035
               Ghosn,  I.-K.  (2004).  Story  as  culturally  appropriate  content  and  social  context  for  young
                    English language learners: A look at Lebanese primary school classes. Language, Culture
                    and Curriculum, v17(n2), p109–126 2004.
               Heryadi, Y. & Muliamin, K. (2016). Gamification of M-learning Mandarin as second language.
                    In 2016 1st International Conference on Game, Game Art, and Gamification (ICGGAG)
                    (pp. 1–4). IEEE. https://doi.org/10.1109/ICGGAG.2016.8052645
               Hsiao, Indy, Y. T., Lan, Y.-J., Kao, C.-L. & Li, P. (2017). Visualization analytics for second
                    language vocabulary learning in virtual worlds. Educational Technology & Society, 20(2),
                    161–175. Retrieved from https://eric.ed.gov/?id=EJ1137514
               Lan, Y.-J., Fang, S.-Y., Legault, J. & Li, P. (2015). Second language acquisition of Mandarin
                    Chinese vocabulary: Context of learning effects. Educational Technology Research and
                    Development, 63(5), 671–690. https://doi.org/10.1007/s11423-015-9380-y
               Masgoret, A.-M. & Gardner, R. C. (2003). Attitudes, motivation, and second language learning:
                    A meta analysis of studies conducted by Gardner and associates.  Language Learning,
                    53(1), 167–210. https://doi.org/10.1111/1467-9922.00227



                                                           164
   168   169   170   171   172   173   174   175   176   177   178