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All Journal Lingua Scientia Journal Jurnal Pendidikan Bahasa Inggris
Yuliantari, I Gusti Ayu Winda
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Education Languange, Linguistic, Communication & Media

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ANALYSIS OF CODE MIXING IN FACEBOOK SOCIAL MEDIA BY CULINARY STUDENT AT MONARCH GIANYAR COLLEGE Yuliantari, I Gusti Ayu Winda; Yuliastini, N. M. A.; Valentine, I. M. M.
Lingua Scientia Vol 27, No 2 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v27i2.24054

Abstract

AbstractThis research is aimed to describe the use of code mixing in social media Facebook by culinary students of Monarch Gianyar College. Social media especially Facebook is considered as one of online social media of communication that used by people especially student. Facebook has become the most popular social media and many people had spends much time using Facebook. Based on that reason, the researcher would intend to explore in how student do code mixing in social media especially Facebook and the reason behind it. In this research, the indicator form of the researcher used in code mixing are words, phrases, reduplication, idioms, and hybrids. This research use quantitative descriptive method. The researcher instrument that used is in form of observation, note taking and documentation. The result shows that there are 165 and 35 kind of code mixing in Facebook timeline and comment based on categories of code mixing which classified into several form such as forms of words, phrases, reduplication, idioms, and hybridsKeywords : code-switching, facebook platform
THE IMPLEMENTATION OF LEARNING VOCABULARY USING FLASHCARD FOR YOUNG CHILDREN THROUGH GOOGLE CLASSROOM Yuliantari, I Gusti Ayu Winda; Padmadewi, Ni Nyoman; Budasi, I Gede
Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.38289

Abstract

Vocabulary learning is one of the essential elements for young learners. This study aims to analyze the planning and implementation of flashcards in Google Classroom to teach vocabulary and analyze the advantages and disadvantages of flashcards in Google Classroom. This research is a case study with an English teacher in the fifth grade of elementary school. Data was collected using a list of observations and interview guides. The procedure for collecting data is conducting online observations in Google Classroom and conducting interviews with research subjects. The data collected was analyzed qualitatively with the analytical technique of Miles and Huberman. The results showed that there were four planning activities: checking the syllabus, determining the text or material to be taught, determining the teaching method, and preparing a lesson plan. Second, teachers do three stages in implementing flashcards in Google Classroom, namely Initial Activities, Core Activities, and Closing Activities. Third, the advantages of using flashcards in Google Classroom are motivating students to learn, avoiding boredom, building student interest, and helping students remember vocabulary according to pictures. This research implies that the use of flashcards to teach vocabulary using Google Classroom can positively impact students, especially young learners.
THE IMPLEMENTATION OF LEARNING VOCABULARY USING FLASHCARD FOR YOUNG CHILDREN THROUGH GOOGLE CLASSROOM Yuliantari, I Gusti Ayu Winda; Padmadewi, Ni Nyoman; Budasi, I Gede
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 9 No. 3 (2021): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v9i3.38289

Abstract

Vocabulary learning is one of the essential elements for young learners. This study aims to analyze the planning and implementation of flashcards in Google Classroom to teach vocabulary and analyze the advantages and disadvantages of flashcards in Google Classroom. This research is a case study with an English teacher in the fifth grade of elementary school. Data was collected using a list of observations and interview guides. The procedure for collecting data is conducting online observations in Google Classroom and conducting interviews with research subjects. The data collected was analyzed qualitatively with the analytical technique of Miles and Huberman. The results showed that there were four planning activities: checking the syllabus, determining the text or material to be taught, determining the teaching method, and preparing a lesson plan. Second, teachers do three stages in implementing flashcards in Google Classroom, namely Initial Activities, Core Activities, and Closing Activities. Third, the advantages of using flashcards in Google Classroom are motivating students to learn, avoiding boredom, building student interest, and helping students remember vocabulary according to pictures. This research implies that the use of flashcards to teach vocabulary using Google Classroom can positively impact students, especially young learners.
Co-Authors I Gede Budasi Prof. Dr. Ni Nyoman Padmadewi,MA . Valentine, I. M. M. Yuliastini, N. M. A.