Modal Auxilliary Verb

Modal auxilliary verb (juga dikenal dengan istilah "helping verb") merupakan kata yang disandingkan dengan kata kerja (verb) untuk menyatakan kemungkinan, kemampuan, prediksi, saran, dan lain sebagainya.

Modal auxilliary verb atau helping verb atau auxiliary verb (kata kerja bantu) digunakan untuk memodifikasi arti/makna dari verb (predikat dari kalimat verbal).

Adapun yang termasuk didalam modal auxilliary verb antara lain:

  • can ⮕ Implications include ways that teacher educators can frame PSTs’ understandings as they critically consume online resources through Critical Curation Theory.
  • could ⮕ The findings highlight how affective complexities, dilemmas and tensions are productive of subjectivities and relations that could either reinforce or disrupt power relations inherent in demands from teachers.
  • may ⮕ Student-teachers appreciate the explicit focus in LS on how students learn and teacher educators stress how LS may strengthen their role as “teachers of teachers.”
  • might ⮕ There has been no exploration of the different ways in which mainstream and special school teachers and pupils might experience or construct LS in their own contexts.
  • will ⮕ It will be important to conduct more research into the use of LS in mainstream schools, as this study is one of very few exploring LS in this special context.
  • would ⮕ They classified themselves as non-native speakers, stating that they would never be close to native speakers due to innate factors such as nationality or race.
  • shall ⮕ We shall go to the campus.
  • should ⮕ We conclude that preservice teacher education should provide unique experiences that foster creativity.
  • must ⮕ In order to address such inequalities, issues of diversity and equality must be embedded within the cultural organisation of institutions which are identified in key objectives resulting in real outcomes and practice.
  • ought to ⮕ We ought to pay for everything we have made.

Kategori Helping/Auxiliary Verb

Didalam bahasa Inggris, literatur menjelaskan bahwa terdapat 3 kategori helping verb atau auxiliary verb.

to be : am, are, is, was, were, being, been, dan will be
to do : have, has, had, having, dan will have
to have : do, does, did, dan will do

Literatur lain menjelaskan bahwa terdapat 24 helping verb atau auxiliary verb.

am are is was were be
being been have has had will
would shall should may might must
can could do does did ought

Contoh Penggunaan Helping/Auxiliary Verb

Berikut ini contoh penggunaan helping verb/auxilliary verb/modal verb didalam abstrak jurnal.

  1. How can teacher professionalisation be understood, assessed and advanced? 1
  2. This process of self-assessment and reflection on teaching can transform and regenerate these experienced English language teachers and their teaching practices. 2
  3. Children narrated adopting the performance orientation suggested by Dweck, which could lead to a reduced sense of competence, which itself led to less agentic classroom behaviours. 3
  4. Initial teacher education should contribute towards building teachers’ identities as leaders (teacher-leaders). 4
  5. The most significant change, based on both the narratives and the realised PPTs, was related to contextual factors (such as collaboration with school members and shared organisational culture) that became increasingly significant as teacher education proceeded, which may narrow the potential gap between the student teachers’ ideals and the real world of the schools. 5
  6. Internet resources abound for preservice teacher (PST) use today, but we do not know how they choose and describe their implementation of them. 6
  7. The mere presence of diversity and equality policies does not necessarily demonstrate that gender and ethnic inequalities are being addressed. 7
  8. A classification and regression tree (CART) analysis of instructor strategies revealed four instructor participation variables (open-ended discussion, grading, discussion setting, elaborated feedback) that impacted student course performance and nine that did not. 8
  9. The mere presence of diversity and equality policies does not necessarily demonstrate that gender and ethnic inequalities are being addressed. 7
  10. Rather than being confined to academic knowledge provided by university-based programmes, there are calls for teacher education to embrace the knowledge situated within local communities. 9
  11. There has been no exploration of the different ways in which mainstream and special school teachers and pupils might experience or construct LS in their own contexts. 10

  1. Building teacher professional capabilities through transformative learning Andrea Nolan & Tebeje Molla ↩︎

  2. Regenerating the teacher in a reflective space: rethinking the capstone experience at the graduate level Mark Fraser & Anthony Wotring ↩︎

  3. Systemic threats to the growth mindset: classroom experiences of agency among children designated as ‘lower-attaining’ by Eleanore Hargreaves, Laura Quick & Denise Buchanan ↩︎

  4. Leadership and professional identity in school teacher training in Spain (Catalonia) by Pilar Iranzo-García, Marta Camarero-Figuerola, Juana-María Tierno-García & Charo Barrios-Arós. ↩︎

  5. Making beliefs explicit – student teachers’ identity development through personal practical theories by Katriina Maaranen & Katariina Stenberg ↩︎

  6. Developing Teachers as Critical Curators: Investigating Elementary Preservice Teachers’ Inspirations for Lesson Planning by Amanda G. Sawyer, Katie Dredger, Joy Myers, Susan Barnes, Reece Wilson, Jesse Sullivan & Daniel Sawyer ↩︎

  7. Gender, ethnicity and career progression in UK higher education: a case study analysis by Kalwant Bhopal ↩︎ ↩︎

  8. The effects of instructors' use of online discussions strategies on student participation and performance in university online introductory mathematics courses by Ji-Eun Lee & Mimi Recker ↩︎

  9. Community perceptions as a source of knowledge for transforming teaching and teacher education in Vietnam by Chinh Duc Nguyen & John Trent ↩︎

  10. Is there anything special about lesson study in special schools? by Sarah Seleznyov, Amelia Roberts, Rachel Walker, Sarah Watson & Melanie Hogan ↩︎