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All Journal Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya IJHABS
Yusuf, Yulia Pratitis
Unknown Affiliation
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences

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STRATEGI BRAIN BASED LEARNING DALAM PENGAJARAN BAHASA JEPANG DI MAN MOJOKERTO Yusuf, Yulia Pratitis
Paramasastra Vol 4, No 1 (2017): Vol 4 No 1 Bulan Maret Tahun 2017
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/parama.v4n1.p%p

Abstract

Japanese language teaching by lecture method used is irrelevant. It can be seen from the output of students who graduate high school, they generally have not been able to use the Japanese language in the context of natural communication. Japanese language learning should be done in harmony with the way the brain to learn something. It was due to the close links between the brain and language acquisition. Caine said there are twelve principles of brain work is the basis for the implementation of brain-based teaching. The twelve principles of brain functions must be implemented in three stages, namely the stage of teaching Japanese language to understand ?????, remembering ??????and use ?????. With Brain Based Learning troughout the student?s potential can be optimally stimulated to learn Japanese. And when the twelve principles of brain functions in learning something can be understood by Japanese teachers well, then learning Japanese would be effective, enjoyable, meaningful and the most importantly, both Brain?s hemispheres students can alsao develop optimally.
STRATEGI BRAIN BASED LEARNING DALAM PENGAJARAN BAHASA JEPANG DI MAN MOJOKERTO Yusuf, Yulia Pratitis
Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya Vol 4, No 1 (2017): Vol 4 No 1 Bulan Maret Tahun 2017
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/parama.v4n1.p%p

Abstract

Japanese language teaching by lecture method used is irrelevant. It can be seen from the output of students who graduate high school, they generally have not been able to use the Japanese language in the context of natural communication. Japanese language learning should be done in harmony with the way the brain to learn something. It was due to the close links between the brain and language acquisition. Caine said there are twelve principles of brain work is the basis for the implementation of brain-based teaching. The twelve principles of brain functions must be implemented in three stages, namely the stage of teaching Japanese language to understand 「わかる」, remembering 「おぼえる」and use 「つかう」. With Brain Based Learning troughout the student’s potential can be optimally stimulated to learn Japanese. And when the twelve principles of brain functions in learning something can be understood by Japanese teachers well, then learning Japanese would be effective, enjoyable, meaningful and the most importantly, both Brain’s hemispheres students can alsao develop optimally.
Development Of The Game "Pirates Of Nusantara's Sea" Based On The Java Framework As a Medium To Enhance The English Multiliteracy Skills Of 11th-Grade Students at MAN 2 Mojokerto Rodli, Moh; Yusuf, Yulia Pratitis; Widiastutik, Trisya
International Humanity Advance, Business & Sciences Vol 2 No 3 (2025): January
Publisher : PT Maju Malaqbi Makkarana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59971/ijhabs.v2i3.380

Abstract

Describing the development, quality, and effectiveness of using the web-based game "Pirates of Nusantara's Sea" as a medium to understand English reading materials is the aim of this research. The techniques developed in this study are based on Multiliteracies and New Literacies from The New London Group, considering the characteristics of Gen Z students, who prefer digital platforms as their learning medium. This research utilized R&D development methods with the ADDIE model, as it aims to produce a viable product for literacy learning media. This is evidenced by an average validation score of 86.29% provided by material and graphic design validators. The findings revealed that the average post-test score of students in the experimental class was 82.6, compared to 68.4 in the control class. Furthermore, the learning mastery rate in the experimental class was 91%, whereas the control class achieved a mastery rate of 48%. Student responses or interest in learning English using this game-based medium were categorized as positive, indicating that 11th-grade students at MAN 2 Mojokerto showed enthusiasm for learning English. In conclusion, using web-based game media can effectively enhance the quality of student learning outcomes.
Co-Authors Rodli, Moh Widiastutik, Trisya