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All Journal Viva Medika: Jurnal Kesehatan, Kebidanan dan Keperawatan J-LEE - Journal of Law, English, and Economics Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Muhammad Soali
Unknown Affiliation
Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Other

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HUBUNGAN TINGKAT PENGETAHUAN DENGAN PERILAKU ORANG TUA DALAM UPAYA PENCEGAHAN SIBLING RIVALRY DI DESA KEDUNGJATI KECAMATAN BUKATEJA KABUPATEN PURBALINGGA Wasis Eko Kurniawan; Suci Khasanah; Muhammad Soali
Viva Medika Vol 5 No 2 (2012)
Publisher : Universitas Harapan Bangsa Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (272.022 KB) | DOI: 10.35960/vm.v5i2.233

Abstract

Sibling rivalry is a jealously competition between sibling. Parent’s knowledge of sibling rivalry prevention is very important to minimalism effects ofsibling rivalry in home. This study conducted to know a relationship betweenparent’s knowledge and behavior to prevent the sibling rivalry in home. Methodused is non-experimental study with cross sectional approach. Sample of this studyconsist of 30 respondent with two sibling < 5 years old with total samplingtechnique. Result of study analyzed with cross sectional approach with SPSS versi11.0. This study showed that respondent still lack of knowledge about siblingrivalry prevention (60%) and respondent behavior to prevent sibling rivalry mostlystill lack too (50%). There is a significant relationship between knowledge andbehavior of parent to prevent sibling rivalry in Kedungjati, Bukateja, Purbalinggadistrict (p= 0,003, r= 0,526).Key Words : knowledge, behavior, sibling rivalry
HIGH FUNCTIONING AUTISTIC STUDENTS’ LEARNING STRATEGIES IN WRITING TEXTS IN INCLUSIVE SCHOOLS Muhammad Soali; Benny Krisbiantoro
J-LEE - Journal of Law, English, and Economics Vol 3 No 1 (2021): JUNI
Publisher : LPPM Universitas Harapan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (816.393 KB) | DOI: 10.35960/j-lee.v2i02.688

Abstract

The aims of this study were to: 1) describe the process of how HFA students learn descriptive texts in inclusive classes, 2) disclose the influencing factors of HFA students’ success in writing descriptive texts in inclusive classes, 3) examine the learning strategies used by the HFA students in writing descriptive texts in inclusive classes. A qualitative study was used as a method of this study. The participants of this study were four HFA students at the seventh grade of inclusive schools. This study was conducted in two schools in Junior High School of Yogyakarta and Purwokerto, Central Java. Interview, observation, and documentation were used to collect the data. Moreover, this study used data condensation, data display, conclusion drawing, or verification to analyze the data. The results generally showed that the pictures were employed by HFA students as inspiration to enhance their ability in writing descriptive texts. Involving them into fun activities could enhance social skill dealing with their social impairments. HFA students choose particular strategies to accomplish particular task. There are some crucial factors that determine the success of autistic students in writing English descriptive texts. They are internal factors and external factors. Internal factors cover: motivation 1) autistic students’ perception on learning strategies used, 3) learning experiences. Internal factors consist of: 1) environment; 2) teacher’s strategies; 4) role of special guidance teachers. In addition, two dominant strategies are used when learning English. They are memory strategies and cognitive strategies. The last, one of the factors that influence the students’ choice of learning strategies is teacher’s teaching strategies. Keywords: Learning Strategies, English Learning Strategies, Memory strategies, Cognitive Strategies, Autistic Students, HFA Students.
HIGH FUNCTIONING AUTISTIC STUDENTS’ LEARNING STRATEGIES IN WRITING TEXTS IN INCLUSIVE SCHOOLS Muhammad Soali; Benny Krisbiantoro
J-LEE - Journal of Law, English, and Economics Vol. 3 No. 1 (2021): JUNI
Publisher : LPPM Universitas Harapan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35960/j-lee.v2i02.688

Abstract

The aims of this study were to: 1) describe the process of how HFA students learn descriptive texts in inclusive classes, 2) disclose the influencing factors of HFA students’ success in writing descriptive texts in inclusive classes, 3) examine the learning strategies used by the HFA students in writing descriptive texts in inclusive classes. A qualitative study was used as a method of this study. The participants of this study were four HFA students at the seventh grade of inclusive schools. This study was conducted in two schools in Junior High School of Yogyakarta and Purwokerto, Central Java. Interview, observation, and documentation were used to collect the data. Moreover, this study used data condensation, data display, conclusion drawing, or verification to analyze the data. The results generally showed that the pictures were employed by HFA students as inspiration to enhance their ability in writing descriptive texts. Involving them into fun activities could enhance social skill dealing with their social impairments. HFA students choose particular strategies to accomplish particular task. There are some crucial factors that determine the success of autistic students in writing English descriptive texts. They are internal factors and external factors. Internal factors cover: motivation 1) autistic students’ perception on learning strategies used, 3) learning experiences. Internal factors consist of: 1) environment; 2) teacher’s strategies; 4) role of special guidance teachers. In addition, two dominant strategies are used when learning English. They are memory strategies and cognitive strategies. The last, one of the factors that influence the students’ choice of learning strategies is teacher’s teaching strategies. Keywords: Learning Strategies, English Learning Strategies, Memory strategies, Cognitive Strategies, Autistic Students, HFA Students.
Examining Validity and Reliability of General English Course Assessments in Higher Education Abila Meika Kurnia Putri; Barlian Kristanto; Muhammad Soali
Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 2 No. 3 (2024): September: Fonologi : Jurnal Ilmuan Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/fonologi.v2i3.1107

Abstract

This study investigated the validity and reliability of a General English Course assessment tool at Universitas Harapan Bangsa. Using a quantitative descriptive technique, the study examined the assessment items using point-biserial correlation for validity and Cronbach's alpha for reliability. While the instrument had high overall reliability, several items needed to be revised to improve its validity. The findings indicate that the assessment instrument is generally reliable and valid; nevertheless, continuing monitoring and adjustment are required to maintain its quality and assure accurate evaluation of student English competence.
Co-Authors Abila Meika Kurnia Putri Barlian Kristanto Benny Krisbiantoro Suci Khasanah Wasis Eko Kurniawan