Eliciting Idiom Retention through Alliteration in a Classroom Activity

Alliteration comes up as one of the efforts that follow the notion of linguistic motivation in creating language retention and memorization to learners. Idiom is one of the language phenomena where alliteration takes place as part of its non-arbitrariness principle. The claim underlying the effectiv...

Full description

Bibliographic Details
Main Author: Dwi Wahyuningtyas
Format: Article
Language:English
Published: Universitas Muhammadiyah Malang 2021-07-01
Series:English Learning Innovation
Subjects:
Online Access:https://ejournal.umm.ac.id/index.php/englie/article/view/17065
_version_ 1811176259631185920
author Dwi Wahyuningtyas
author_facet Dwi Wahyuningtyas
author_sort Dwi Wahyuningtyas
collection DOAJ
description Alliteration comes up as one of the efforts that follow the notion of linguistic motivation in creating language retention and memorization to learners. Idiom is one of the language phenomena where alliteration takes place as part of its non-arbitrariness principle. The claim underlying the effectiveness of alliteration in aiding language retention in idiom is tried to be applied in some classroom activities which may consist of pre, whilst, and post-teaching. All the activities in the teaching session are arranged to be integrated with idiom learning using alliteration. Learners' ability to recall idioms containing aliteration will also be tested in the provided exercises. The success of the expected retention on learners will be measured from the result gained from the activity divided simply into three phases, pre-teaching, whilst-teaching, and post-teaching where it will be conducted for approximately 90 minutes. As some deviations possibly made can influence the result, the teacher should figure out some considerations affecting the effectiveness of the lesson given. Reflection phase should be conducted maximally, so that learners’ response is really fruitful that it can be known whether they are engaged with the activity and gain the material well. In the first activity, they work semi-independently, so that the assessment is expected to be more objective, covering the combination of group and individual work.
first_indexed 2024-04-10T19:50:14Z
format Article
id doaj.art-08233ffcaa0644008ef6e3a4ee3b2552
institution Directory Open Access Journal
issn 2723-7400
2723-7419
language English
last_indexed 2024-04-10T19:50:14Z
publishDate 2021-07-01
publisher Universitas Muhammadiyah Malang
record_format Article
series English Learning Innovation
spelling doaj.art-08233ffcaa0644008ef6e3a4ee3b25522023-01-28T09:54:58ZengUniversitas Muhammadiyah MalangEnglish Learning Innovation2723-74002723-74192021-07-0122435110.22219/englie.v2i2.1706514730Eliciting Idiom Retention through Alliteration in a Classroom ActivityDwi Wahyuningtyas0UPN Veteran Jawa TimurAlliteration comes up as one of the efforts that follow the notion of linguistic motivation in creating language retention and memorization to learners. Idiom is one of the language phenomena where alliteration takes place as part of its non-arbitrariness principle. The claim underlying the effectiveness of alliteration in aiding language retention in idiom is tried to be applied in some classroom activities which may consist of pre, whilst, and post-teaching. All the activities in the teaching session are arranged to be integrated with idiom learning using alliteration. Learners' ability to recall idioms containing aliteration will also be tested in the provided exercises. The success of the expected retention on learners will be measured from the result gained from the activity divided simply into three phases, pre-teaching, whilst-teaching, and post-teaching where it will be conducted for approximately 90 minutes. As some deviations possibly made can influence the result, the teacher should figure out some considerations affecting the effectiveness of the lesson given. Reflection phase should be conducted maximally, so that learners’ response is really fruitful that it can be known whether they are engaged with the activity and gain the material well. In the first activity, they work semi-independently, so that the assessment is expected to be more objective, covering the combination of group and individual work.https://ejournal.umm.ac.id/index.php/englie/article/view/17065alliteration, classroom activity, eliciting, idiomenglish language
spellingShingle Dwi Wahyuningtyas
Eliciting Idiom Retention through Alliteration in a Classroom Activity
English Learning Innovation
alliteration, classroom activity, eliciting, idiom
english language
title Eliciting Idiom Retention through Alliteration in a Classroom Activity
title_full Eliciting Idiom Retention through Alliteration in a Classroom Activity
title_fullStr Eliciting Idiom Retention through Alliteration in a Classroom Activity
title_full_unstemmed Eliciting Idiom Retention through Alliteration in a Classroom Activity
title_short Eliciting Idiom Retention through Alliteration in a Classroom Activity
title_sort eliciting idiom retention through alliteration in a classroom activity
topic alliteration, classroom activity, eliciting, idiom
english language
url https://ejournal.umm.ac.id/index.php/englie/article/view/17065
work_keys_str_mv AT dwiwahyuningtyas elicitingidiomretentionthroughalliterationinaclassroomactivity