statistics linguistics 2010

8/6/2019 Statistics Linguistics 2010

1/42

Statistics for Linguistics

Dedi Irwansyah, M.Hum.


2/42

Issues in Second Language

Acquisition (SLA1. Linguistic Factors(non-linguistic factors)

2. Learners Characteristics

3. Instructional Variables

4.Learning Process

5. Age and Acquisition

6. Environment or Milieu

7. Goals or Orientation


3/42

1. Linguistics Factors

a. What is it that the learners mustlearn?

b. What are the linguistic

differences between the first andthe second language?


4/42

2. Learners Characteristics

a.

Who are the learners?b. What are their native languages?

c. What are their level of education

d. What are their socioeconomic levels?

e. Who are their parents?

f. What are their intelectual capacities?

g. What short of personalities do they have?


5/42

3. Instructional Variables

a. Methodological approachb. Text-book, course material

c. Teaching methods used by the

teacherd. Institutional factors

e. Amount of time spent inlearning

f. Frequency


6/42

4. Learning Process

a. How does learning takeplace?

b. How can we ensure

sucess in learning?

c. What kinds of strategy do

the learner use?


7/42

5. Age and Acquisition

a. When does the secondlanguage learning take place?(children Vs Adult)

b. Why does the age of learningmake a difference?

c. What is the amount of time

spent in the activity of thesecond language?


8/42

6. Environment or Milieu

a. Does the learning takeplace within the culturaland linguistic milieu of

the second language?b. Does the learning take

place within an artificialenvironment?


9/42

7. Goals or Orientation

a.

Whats the purpose?b. Are the learners motivated by the

achievement of a successfulcareer or by passing a foreignlanguage requirement?

c. Or wishing to identify closely withthe culture and people of the

second language?


10/42


11/42

Approach, Method,Technique

Edward Anthony (1963)1. Approach

Assumptions of the nature of lg,learning, and teaching.

2. Method

An overall plan for systematicpresentation of lg based upon a

selected approach.3. Techniques

Specific activities manifested in theclassroom.


12/42


Richards and Rodgers (1986)

Method covers: approach, design, andprocess

1. Approach

Assumptions, beliefs, and theories.

2. Design

Specify the relationship of the theories toclassroom materials and activities.

3. ProcedureTechniques and practices that are derivedfrom ones approach and design.


13/42


Refinement

1. Approach

2. Method

3. Curriculum/Syllabus4. Techniques

A wide variety of exercises,

activities, or tasks used inthe language classroom forrealizing the lessonobjectives.


14/42

Researches on Vocabulary1

Many students in our campus wrote about

Vocabulary. Below are some related factson vocabulary. (Brown, 375-380)

1. History

There was a period of time when theteaching and learning of vocabularywere undervalued.

Since the end of twentieth century there

has been a revival of systemic attentionto vocabulary learning


15/42


1. Approach

Lexical approach: words arebasic building blocks oflanguage.

2. Challenge

Current practices in teaching

vocabulary is quite differentfrom what it was in the pasttime.


16/42

Researches on Vocabulary3Some Guidelines of Vocabulary Teaching

1. Allocate specific class time tovocabulary learning.

2. Help the students learn vocabulary incontext by: (a) internalizing thevocabularies within the context, and

(b) teaching vocabulary within acommunicative approach.

3. Play down the role of bilingualdictionaries. It is unfortunate that

electronic dictionary uses rarely helpthe students to internalize the wordsfor later recall and use.


17/42


Several things to be considered in

researching Vocabulary:

1. Amount ()

2. Domain (food, sport, etc.)

3. Parts of Speech

4. Uses


18/42

Kinds of Hypothesis

1. Descriptive

2. Comparative

3. Associative

4. Predictive


19/42

1. Descriptive

Alternative Hypothesis (Ha)

The amount of time spent inlearning English is 4 hours.

Null Hypothesis (Ho)

Ho: The amount of time spent inlearning English is not 4 hours.


20/42

2. Comparative (a)


Female learners spend more time inlearning language per day than malelearners.


Female learners spend the same time inlearning language per day than malelearners.


21/42

2. Comparative (b)


Female learners differ from male learnersby learning English per day.

Null Hypothesis (Ho)Female learners do not differ from malelearners by learning English per day.


22/42

3. AssociativeAlternative Hypothesis (Ha)

There is a positive relationshipbetween similarity of relative clausestructures in learners first languageand English and their performance on

English relative clauses.


There is a negative relationshipbetween similarity .


23/42

4. PredictiveAlternative Hypothesis (Ha)

The similarity of relative clausestructures in learners firstlanguage and English influencestheir performance on English

relative clauses significantly.


The similarity . Does notinfluence their performance ...


24/42

Lecturing contract

The students are to write a journal

(in Indonesian lg) that embraces thefollowing:

1. What they have learnt.

2. What they want to explore more.3. Commentary on the classroom

management.

4. Commentary on the peerteaching.


25/42

If you fail toplan you

are actuallyplanning to

fail


26/42

Descriptive Hypothesis (One Sample)Sugiyonos Statistik untuk Penelitian

p.67-73

A. Statistik Parametris

Level of measurement: intrval

Confirmatory statistics: t-test

1. Case

Survey Lampu Philips

2. Hypotheses

Ha : 4 bulan

Ho : tidak sama dengan 4 bln

3. Data4. Data insertion

5. Output

6. Interpretation

if tobserved > ttabel, Ha is accepted, and vice versa


27/42

Structure Basic Word Order

Mari Kita coba menguji Hipotesis Berikut ini:

Ha : The Students of English Education Program of STAIN Metro finish theirstudies within 8 semesters.

Ho: The Students of English Education Program of STAIN Metro do not finishtheir studies within 8 semesters.

Here is the research data:

7 semesters = 8 students






28/42

Komparasi 2 Sampel 1

Paired-Sample Correlation

Commonly used for an experimental design

A research is conducted to know if there is asignificant difference in the students TOEFL

scores before and after they attend theStructure IV class. The research data is shownin chart 3.2. (p.98)


29/42

Ho:

There is not any significant difference in

the students TOEFL scores before andafter they attend the structure 4 class.

Ha:

There is a significant difference in the

students TOEFL scores before and afterthey attend the structure 4 class.


30/42

Komparasi 2 sampel 2

Independent-sample

Commonly used for a survey designCase: adapted from p.115 (volume air1500 ml only which is changed into

English national examination)


31/42

1. Case

A research is conducted toknow if there is a significantdifference in the Englishnational examination scores

between the MA students andthe SMAN students. (Theresearch data is shown in

chart 3.5. (p.116)


32/42

6. Interpretation

tobserved is 0.933

ttable (df. 18) is ..

When tobserved > ttable, Ha is accepted and vice versa.

Sig. Value is 0.363

When Sig. Value is = or < 0.05, Ha is accepted and viceversa.


33/42

2. Hypothses

Ho:

There is not any significant difference in theEnglish national examination scores between theMA students and the SMAN students.

Ha:

There is a significant difference in the English

national examination scores between the MAstudents and the SMAN students.


34/42

3. Data Collection

4. Data Insertion

5. Output

6. Interpretation

F and Sig. Values (when theFobserved is lower than Ftable or when Sig. Value is higherthan 0.05, the data is suppossed to be homogeneous).


35/42

Nenek Moyangku...Seorang Pelaut

Berjalanlah walau habis terang

Ambil cahaya cintaku terangi

jalanmu


36/42

In your journal, write down the following:

1. Kind of music that you like most

Pop ; Slow rock; Nasyid; Dangdut2. Movie genre that you like most

Romantic; Horror; Action; Detective; Comedy

3.Month of your birthday

4.One the four basic skills that you like mostListening; Speaking; Reading; Writing

5. Spare time activity that you like most

listening to the music, reading novel, doing

sport, browsing internet (fb)


37/42

Associative HypothesisTesting

P.163 172

Hubungan PositifX tinggi Y tinggi, atau X turun Y turun

Hubungan Negatif

X tinggi Y turun, X turun Y naik

Scatter plot: arah hubungan


38/42

1. Case

A research is conducted to knowif there is a positive andsignificant relationship betweenlistening performance and

speaking performance in..

Research Variable

X : listening performance

Y : speaking performance


39/42

2. Hypothses

Ha:

There is a positive and significantrelationship between listening performanceand speaking performance in.

Ho:

There is a negative and insignificantrelationship between listening performanceand speaking performance in.


40/42

3. Data Collection

4. Data Insertion

5. Output

6. Interpretation

If Sig. Value is or lower than 0.05, Hais accepted.

Correlation coefficient (p.172)


41/42

Nurgiyantoros Book:

1. Work in pairs (small group)

2. English-typed paper.

3. Choose any case in the book,including:

Case

Hypotheses

Data (output)

Interpretation

4. Deadline: next week


42/42

A: 50,50,50,50,50. 250/5=50

B: 70,30,20,80,50. 250/5=50C: 100,100,20,30,0. 250/5=50

D: 90,0,30,80,50. 250/5= 50

Pretest: 50, 70, 80, 100 = 75

Post test 30, 70, 90,100 =72,5

statistics linguistics 2010

Documents