Pub Date : 2021-06-22DOI: 10.17977/UM048V27I1P17-22
Aprilia Rosmarie, Mualimin Mualimin
Writing is complex skills for EFL learners. In this Covid-19 pandemic, the teacher should held online learning to help students in learning. This study aimed to answer: (1&2) is there any significant improvement of students’ writing performance as were as the students’ motivation level after being taught with online Hypnoteaching strategy. The design of this study was a quasi-experimental study that used nonequivalent control group design. The researcher chose 70 students as the sample. The researcher applied online Hypnoteaching for 6 weeks. Result of the study showed that (1) the average gain for experimental group is 64.5343 and control group is 8.4054. The Value (Sig) .000 greater than α, which means there is a significant improvement in writing skills after being taught with Hypnoteaching strategy; (2)The Value Sig. (2-tailed) .003 greater than α. Thus, there is a significant difference on students’ motivation level after being taught with Hypnoteaching strategy. The researcher would explicate more on discussion part.
{"title":"Improving Students' Writing Skills and Motivation in Learning English at SMAN 2 Kediri Using Hypnoteaching Strategy","authors":"Aprilia Rosmarie, Mualimin Mualimin","doi":"10.17977/UM048V27I1P17-22","DOIUrl":"https://doi.org/10.17977/UM048V27I1P17-22","url":null,"abstract":"Writing is complex skills for EFL learners. In this Covid-19 pandemic, the teacher should held online learning to help students in learning. This study aimed to answer: (1&2) is there any significant improvement of students’ writing performance as were as the students’ motivation level after being taught with online Hypnoteaching strategy. The design of this study was a quasi-experimental study that used nonequivalent control group design. The researcher chose 70 students as the sample. The researcher applied online Hypnoteaching for 6 weeks. Result of the study showed that (1) the average gain for experimental group is 64.5343 and control group is 8.4054. The Value (Sig) .000 greater than α, which means there is a significant improvement in writing skills after being taught with Hypnoteaching strategy; (2)The Value Sig. (2-tailed) .003 greater than α. Thus, there is a significant difference on students’ motivation level after being taught with Hypnoteaching strategy. The researcher would explicate more on discussion part.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45950916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.17977/UM048V27I1P41-51
Meilisa Sindy Astika Ariyanto, Nur Mukminatien, Sintha Tresnadewi
Automated Writing Evaluation (AWE) programs have emerged as the latest trend in EFL writing classes. AWE programs act as a supplementary to teacher feedback and offer automated suggestions and corrections to students' linguistic errors such as grammar, vocabulary, or mechanics. As there is a need for better recognition of different AWE brands utilized for different levels of students, this research sheds light on identifying six university students’ views of an AWE program, namely ProWritingAid (PWA). The six students are categorized as having high or low writing achievement. This descriptive study delineates the students’ perceptions qualitatively. A semi-structured interview was used to collect the data. The findings suggest the students’ positive views of PWA because it could make class time more effective; it had useful feedback on grammar, vocabulary choices, and mechanics; and it built students‘ self-confidence over their compositions. In addition, for different reasons, the students engaged differently with PWA to enhance their drafts, e.g. using PWA only for the first drafts or for the first and final drafts. Finally, despite of the students’ constructive views on PWA, there was a risk that students only engaged superficially with the program by hitting the correction directly.
{"title":"College Students' Perceptions of an Automated Writing Evaluation as a Supplementary Feedback Tool in a Writing Class","authors":"Meilisa Sindy Astika Ariyanto, Nur Mukminatien, Sintha Tresnadewi","doi":"10.17977/UM048V27I1P41-51","DOIUrl":"https://doi.org/10.17977/UM048V27I1P41-51","url":null,"abstract":"Automated Writing Evaluation (AWE) programs have emerged as the latest trend in EFL writing classes. AWE programs act as a supplementary to teacher feedback and offer automated suggestions and corrections to students' linguistic errors such as grammar, vocabulary, or mechanics. As there is a need for better recognition of different AWE brands utilized for different levels of students, this research sheds light on identifying six university students’ views of an AWE program, namely ProWritingAid (PWA). The six students are categorized as having high or low writing achievement. This descriptive study delineates the students’ perceptions qualitatively. A semi-structured interview was used to collect the data. The findings suggest the students’ positive views of PWA because it could make class time more effective; it had useful feedback on grammar, vocabulary choices, and mechanics; and it built students‘ self-confidence over their compositions. In addition, for different reasons, the students engaged differently with PWA to enhance their drafts, e.g. using PWA only for the first drafts or for the first and final drafts. Finally, despite of the students’ constructive views on PWA, there was a risk that students only engaged superficially with the program by hitting the correction directly.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46615467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.17977/UM048V27I1P23-33
R. Sumarsono, I. Gunawan, Desi Eri Eri Kusumaningrum, Djum Djum Noor Benty, A. N. Bhayangkara
This research aims to know students' perceptions of the competencies of pedagogical lecturers, the quality of administrative services, the completeness of the facilities supporting lectures, student satisfaction and its relationship with the motivation of student learning. The approach used is quantitative with the design of survey research. The research population was 3,702 of FIP UM students, while the sample was 361 students. The study was conducted in 2020. Sampling techniques using proportional sampling and simple random sampling. Data collection using questionnaires, meanwhile for data analysis using two kinds of analysis techniques, namely descriptive analysis and path analysis. The results showed: (1) the competency of pedagogic lecturers, and the quality of administrative services according to the perception of students in the category is quite good, while the student's perception of the completeness of the lecture support facilities in the category is quite complete, the student expresses satisfaction for the services received. But on the motivation of studying of FIP students have a low level; (2) there is an influence on the level of pedagogical competency of lecturers on the motivation of student learning; (3) there is an influence on the quality of administrative services on student learning motivation; (4) there is an influence on the completeness of the facilities to support lectures on the motivation of student learning; (5) there is an influence of satisfaction on the motivation of student learning; and (6) simultaneously there is the influence of lecturer competency level, quality of administrative services, completeness of lecture support facilities, and student satisfaction on learning motivation.
{"title":"Influence of Lecturer's Pedagogic Competency Level, Quality of Administrative Services, Completeness of Lecture Supporting Facilities, and Student Satisfaction on Learning Motivation","authors":"R. Sumarsono, I. Gunawan, Desi Eri Eri Kusumaningrum, Djum Djum Noor Benty, A. N. Bhayangkara","doi":"10.17977/UM048V27I1P23-33","DOIUrl":"https://doi.org/10.17977/UM048V27I1P23-33","url":null,"abstract":"This research aims to know students' perceptions of the competencies of pedagogical lecturers, the quality of administrative services, the completeness of the facilities supporting lectures, student satisfaction and its relationship with the motivation of student learning. The approach used is quantitative with the design of survey research. The research population was 3,702 of FIP UM students, while the sample was 361 students. The study was conducted in 2020. Sampling techniques using proportional sampling and simple random sampling. Data collection using questionnaires, meanwhile for data analysis using two kinds of analysis techniques, namely descriptive analysis and path analysis. The results showed: (1) the competency of pedagogic lecturers, and the quality of administrative services according to the perception of students in the category is quite good, while the student's perception of the completeness of the lecture support facilities in the category is quite complete, the student expresses satisfaction for the services received. But on the motivation of studying of FIP students have a low level; (2) there is an influence on the level of pedagogical competency of lecturers on the motivation of student learning; (3) there is an influence on the quality of administrative services on student learning motivation; (4) there is an influence on the completeness of the facilities to support lectures on the motivation of student learning; (5) there is an influence of satisfaction on the motivation of student learning; and (6) simultaneously there is the influence of lecturer competency level, quality of administrative services, completeness of lecture support facilities, and student satisfaction on learning motivation.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49305150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-20DOI: 10.17977/UM048V26I2P62-65
Loliyana Loliyana, Ismu Sukamto
The purpose of this study was to describe the internet skills of students. The method used was a survey with an exploratory research design. The research sample consisted of 166 students. The research instrument was adapted (Van Deursen et al., 2016) which is composed of 5 indicators, namely: (1) operational internal skills; (2) formal internet skills; (3) informational internet skills; (4) communicational internet skills; and (5) content creation internet skills. The results showed that students had good internet skills, including operational, formal, communicational, and informational skills. Nevertheless, it was necessary to develop creative skills so that students are more productive in creating or developing content in a digital environment. In addition, there was a positive relationship between operational and communicational skills and con-tent creation skills. Thus, it can be concluded that overall, students have good basic internet skills. However, further research is needed to find out how these variables affect other variables.
本研究的目的是描述学生的网络技能。所使用的方法是一项带有探索性研究设计的调查。研究样本包括166名学生。对研究工具进行了调整（Van Deursen et al.，2016），该工具由5个指标组成，即：（1）操作内部技能；（2） 正式的网络技能；（3） 信息网络技能；（4） 网络沟通能力；以及（5）内容创作互联网技能。结果表明，学生具有良好的网络技能，包括操作、正式、沟通和信息技能。然而，有必要培养创造性技能，以便学生在数字环境中更高效地创建或开发内容。此外，操作和沟通技能与内容创造技能之间存在积极关系。因此，可以得出这样的结论：总体而言，学生具有良好的网络基本技能。然而，还需要进一步的研究来找出这些变量是如何影响其他变量的。
{"title":"Students' Exploratory Analysis Study of Internet Skills","authors":"Loliyana Loliyana, Ismu Sukamto","doi":"10.17977/UM048V26I2P62-65","DOIUrl":"https://doi.org/10.17977/UM048V26I2P62-65","url":null,"abstract":"The purpose of this study was to describe the internet skills of students. The method used was a survey with an exploratory research design. The research sample consisted of 166 students. The research instrument was adapted (Van Deursen et al., 2016) which is composed of 5 indicators, namely: (1) operational internal skills; (2) formal internet skills; (3) informational internet skills; (4) communicational internet skills; and (5) content creation internet skills. The results showed that students had good internet skills, including operational, formal, communicational, and informational skills. Nevertheless, it was necessary to develop creative skills so that students are more productive in creating or developing content in a digital environment. In addition, there was a positive relationship between operational and communicational skills and con-tent creation skills. Thus, it can be concluded that overall, students have good basic internet skills. However, further research is needed to find out how these variables affect other variables.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45804066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-20DOI: 10.17977/UM048V26I2P54-61
Siti Antika Sari, A. Suryani
This study aims to determine differences in academic performance of accounting students by their background information. This study involved secondary data from 810 accounting students, analyzed by using Kruskal Wallis test to investigate differences on gender, living environment and funding source. The results show that the academic performance of female students who live at home and obtain scholarship are better than other groups. However, males who live at home and obtain scholarship have indifferent academic performance from other male groups. These findings indicate that gender, living environment and type of educational funding can be taken into consideration to differentiate students’ academic performance. The results of this study can be used by universities to make decisions in determining acceptance criteria, to identify potential students to increase academic performance, and to resolve problems of underperformed students. This research provides an evidence that females and males have different academic performance. Moreover, we found that females who obtained scholarship maintain their high performance, while males are indifferent in their academic performance irrespective of their source of funding
{"title":"Accounting Students’ Academic Performance by Their Background Information","authors":"Siti Antika Sari, A. Suryani","doi":"10.17977/UM048V26I2P54-61","DOIUrl":"https://doi.org/10.17977/UM048V26I2P54-61","url":null,"abstract":"This study aims to determine differences in academic performance of accounting students by their background information. This study involved secondary data from 810 accounting students, analyzed by using Kruskal Wallis test to investigate differences on gender, living environment and funding source. The results show that the academic performance of female students who live at home and obtain scholarship are better than other groups. However, males who live at home and obtain scholarship have indifferent academic performance from other male groups. These findings indicate that gender, living environment and type of educational funding can be taken into consideration to differentiate students’ academic performance. The results of this study can be used by universities to make decisions in determining acceptance criteria, to identify potential students to increase academic performance, and to resolve problems of underperformed students. This research provides an evidence that females and males have different academic performance. Moreover, we found that females who obtained scholarship maintain their high performance, while males are indifferent in their academic performance irrespective of their source of funding","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43606254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-20DOI: 10.17977/UM048V26I2P47-53
Fauzatul Ma’rufah Rohmanurmeta, Candra Dewi
Students are expected to learn and conserve the natural environment. Therefore, it is necessary to integrate technology with character values in the form of developing digital comics for environmental preservation based on character values. This study was designed to develop digital comic learning media for environmental preservation based on character values by using of ADDIE development model. were collected using both qualitative and quantitative approaches. Qualitative data were in the form of suggestions, criticisms, responses, and input as described in the questionnaire from the expert judgment. Meanwhile, quantitative data included in the form of percentage values from expert judgment questionnaires arranged on a multilevel scale. Observation, interviews, questionnaires, and tests were used to gather the data. The findings of this study suggested that materials appropriateness and student learning achievement exceed the minimum criteria value set previously. These results show that digital comic learning media based on the character values in integrative thematic learning are declared very feasible and ready to be implemented in integrative thematic learning.
{"title":"Developing Digital Comics as Character Learning Media for Elementary School Students","authors":"Fauzatul Ma’rufah Rohmanurmeta, Candra Dewi","doi":"10.17977/UM048V26I2P47-53","DOIUrl":"https://doi.org/10.17977/UM048V26I2P47-53","url":null,"abstract":"Students are expected to learn and conserve the natural environment. Therefore, it is necessary to integrate technology with character values in the form of developing digital comics for environmental preservation based on character values. This study was designed to develop digital comic learning media for environmental preservation based on character values by using of ADDIE development model. were collected using both qualitative and quantitative approaches. Qualitative data were in the form of suggestions, criticisms, responses, and input as described in the questionnaire from the expert judgment. Meanwhile, quantitative data included in the form of percentage values from expert judgment questionnaires arranged on a multilevel scale. Observation, interviews, questionnaires, and tests were used to gather the data. The findings of this study suggested that materials appropriateness and student learning achievement exceed the minimum criteria value set previously. These results show that digital comic learning media based on the character values in integrative thematic learning are declared very feasible and ready to be implemented in integrative thematic learning.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48352935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-20DOI: 10.17977/UM048V26I2P66-72
Loviniantika Cahyaning Suseno, H. Haryanto, Siti Anafiah
This study aims to identify differences in the PGSD students’ speaking skills with and without talking stick learning model. This study uses a quantitative approach with a quasi-experimental design. The population was all students in the 4th semester with a total of 324 students. It involved 78 sample students selected using purposive sampling. Data were collected using speaking tests, observations, and interviews. The collected data were then analyzed using the Mann Whitney test. The result showed the Sig value of 0.000 which is lower than 0.05 and the average improvement in speaking skills of the experimental group is higher than the control groups. In conclusion, there are significant differences between students who received the talking stick learning model and those who did not
{"title":"Talking Stick Learning Model, How Significant Has the Impact on the PGSD Students’ Speaking Skills?","authors":"Loviniantika Cahyaning Suseno, H. Haryanto, Siti Anafiah","doi":"10.17977/UM048V26I2P66-72","DOIUrl":"https://doi.org/10.17977/UM048V26I2P66-72","url":null,"abstract":"This study aims to identify differences in the PGSD students’ speaking skills with and without talking stick learning model. This study uses a quantitative approach with a quasi-experimental design. The population was all students in the 4th semester with a total of 324 students. It involved 78 sample students selected using purposive sampling. Data were collected using speaking tests, observations, and interviews. The collected data were then analyzed using the Mann Whitney test. The result showed the Sig value of 0.000 which is lower than 0.05 and the average improvement in speaking skills of the experimental group is higher than the control groups. In conclusion, there are significant differences between students who received the talking stick learning model and those who did not","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48315024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-20DOI: 10.17977/UM048V26I2P78-82
W. M. Nisa, I. Wilujeng, D. Pradana
This study aimed to determine the interest in learning science after using integrated learning of local snacks in Cangkringan with Discovery Learning model at Cangkringan Junior High School 1. This study is a pre-experimental design that used a onee-group pretest-posttest design. The sample in this study were 31 students of class VIIIA lesson 2019/2020. Data collection techniques by using a observation and questionnaire of interest in learning before and after treatment in order to measure student interest in learning. Observations carried out by holding observations of activities that are taking place in class. The indicator of learning interest instruments, in the questionnaire is interest, pleasure, attention, and desire or awareness. Learning interest data generated in the form of scores (quantitative data) with 4 scale were strongly agree (SS), agree (S), less agree (KS), and disagree (TS). The questionnaire was developed by researchers by showing indicators of interest in learning with 23 questions. Data analysis techniques by using N-Gain analysis techniques and descriptive analysis by converting the results of percentage analysis. the result showeed that the students' interest in learning science after implementation of integrated learning of local potential with discovery learning models increases with an N-gain score of 0.59 in the medium category. The average percentage value of descriptive analysis of student learning interest has increased from 72.01 percent with moderate criteria to 88.56 percent with high criteria.
{"title":"Increased Interest in Science Learning Through Integrated Learning of Local Snacks with The Discovery Learning Model","authors":"W. M. Nisa, I. Wilujeng, D. Pradana","doi":"10.17977/UM048V26I2P78-82","DOIUrl":"https://doi.org/10.17977/UM048V26I2P78-82","url":null,"abstract":"This study aimed to determine the interest in learning science after using integrated learning of local snacks in Cangkringan with Discovery Learning model at Cangkringan Junior High School 1. This study is a pre-experimental design that used a onee-group pretest-posttest design. The sample in this study were 31 students of class VIIIA lesson 2019/2020. Data collection techniques by using a observation and questionnaire of interest in learning before and after treatment in order to measure student interest in learning. Observations carried out by holding observations of activities that are taking place in class. The indicator of learning interest instruments, in the questionnaire is interest, pleasure, attention, and desire or awareness. Learning interest data generated in the form of scores (quantitative data) with 4 scale were strongly agree (SS), agree (S), less agree (KS), and disagree (TS). The questionnaire was developed by researchers by showing indicators of interest in learning with 23 questions. Data analysis techniques by using N-Gain analysis techniques and descriptive analysis by converting the results of percentage analysis. the result showeed that the students' interest in learning science after implementation of integrated learning of local potential with discovery learning models increases with an N-gain score of 0.59 in the medium category. The average percentage value of descriptive analysis of student learning interest has increased from 72.01 percent with moderate criteria to 88.56 percent with high criteria.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47123477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since language as a communication tool, that’s why information structure is really important in language system and in the communication process. This research is aimed to find out the pattern of information structure in junior high school students, in one of junior high school in the private school in Semarang. The researcher focused on informal and conversations between student-student and teacher-student or student-teacher. The researcher got thirty six conversations of informal and formal conversations. This was a qualitative research and the researcher focused on Topic and Focus of each conversations, since topic and focus are important constructions in giving the information or constructing the sentence. As the result, in formal conversation, both of speakers (teacher or students) tended to eliminate the subject, or the TOPIC (47 %), while only 33 % of eliminating the predicate or the FOCUS, and the rest is only 20% showed that there was no any elimination in the conversations. Meanwhile, in the informal conversation, both of speakers (teacher or students) tended to eliminate the subject, or the TOPIC (60%), while only 27% of eliminating the predicate or the FOCUS, and the rest is only 13% showed that there was no any elimination in the conversations.
{"title":"The Pattern of Information Structure in Junior High School Students in Informal and Formal Conversations","authors":"Aprilia Rosmarie","doi":"10.17977/um048v26i1p1-7","DOIUrl":"https://doi.org/10.17977/um048v26i1p1-7","url":null,"abstract":"Since language as a communication tool, that’s why information structure is really important in language system and in the communication process. This research is aimed to find out the pattern of information structure in junior high school students, in one of junior high school in the private school in Semarang. The researcher focused on informal and conversations between student-student and teacher-student or student-teacher. The researcher got thirty six conversations of informal and formal conversations. This was a qualitative research and the researcher focused on Topic and Focus of each conversations, since topic and focus are important constructions in giving the information or constructing the sentence. As the result, in formal conversation, both of speakers (teacher or students) tended to eliminate the subject, or the TOPIC (47 %), while only 33 % of eliminating the predicate or the FOCUS, and the rest is only 20% showed that there was no any elimination in the conversations. Meanwhile, in the informal conversation, both of speakers (teacher or students) tended to eliminate the subject, or the TOPIC (60%), while only 27% of eliminating the predicate or the FOCUS, and the rest is only 13% showed that there was no any elimination in the conversations.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48071140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-11DOI: 10.17977/um048v26i1p39-46
V. Damaianti, R. Rahma, Meilani Puji Astini
This study is motivated by the need for a descriptive and analytical research related to the basic dimensions of early reading skills of elementary school students to determine the level of students’ reading skills, including their difficulties in learning to read. This study aims to get a picture of the early reading skills of elementary school students in Bandung. The results of this study can be used as a guide for education practitioners, policy makers, and related institutions. Through a descriptive and analytical method, the findings are (1) 98% of students are able to identify letters in words, to analyze words, to identify the direction of letters, and to arrange letters into words. (2) 96% of students are able to strip words into syllables, to sort syllables in words, to identify words with the same forms, to identify words with the same meanings, to replace words with logical words, to insert words in incomplete sentences, and to identify abstract words. (3) The students seem to have difficulties in identifying similar consonant sounds, in identifying similarities in vowel and schwa sounds, in identifying sounds that are similar in sentences, and in identifying reversed sounds. Only 57% of students do not encounter obstacles. (4) 90% of students are capable of making sentences from random words, making sentences from words that are not sequential, correcting sentences that have wrong words, identifying simple sentences in paragraphs, and understanding simple sentences. (5) 70% of students have the ability to understand shapes, sizes, locations, and colors. This study has implications for the need for an integrated remedial program that can be used by both teachers and parents, especially for students who have difficulties with sound identification abilities.
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