Articles
<![CDATA[THE LANGUANGE VARIETIES ON SOEKARNO’S SPEECHES ]]>
<![CDATA[juwariyah juwariyah]]>;
<![CDATA[Siane Herawati]]>
<![CDATA[ JURNAL ILMIAH BAHASA DAN SASTRA Vol. 1 No. 2 (2014): Jurnal Ilmiah Bahasa dan Sastra ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Sastra Universitas Kanjuruhan Malang ]]>
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<![CDATA[Soekarno stands as one of the best orator and great charisma the world has ever had. His charm and talk emersed his people. Soekarno’s speeches considered as histories record document for his nation and world widely. This study was aimed at finding the languange variation on his speeches. This was a descripive qualitative research in which data was taken by documentation . The collected data was analyzed through three steps, i.e. data reduction, data description, and conlusion. The data are first categorise into unit, then the data are categorising relate to the relationship of problem of study, and third the data are integrated to find the theory. The finding of this study revealed that first, Soekarno Javanese language use as dialectical word considered as influence of his origin and social caste as Madya level. Soekarno’s education background has a reason for him to insert Dutch words. Second, finding of Formal and Informal Register of Soekarno revealed that his professional Jargon and good structure (e.g adding and omission of prefixes or suffixes) consider as formal, besides his Common Colloquial Word and Vulgarism consider as Informal register. Third, Soekarno is differ in style while deliver a speech, he is rather to be Casual and Intimate to the citizen, besides also Formal on behave generally to them. But Soekarno tends to use Frozen style to some particular person. Soekarno also use Frozen on opening his speech his speech infront of leader of other nations without concern what will he talks in the following lines of his speech. Even if might swear or blame them. Keywords:,,]]>
<![CDATA[MENINGKATKAN KEMAMPUAN BERBICARA MAHASISWA SASTRA INGGRIS UNIVERSITAS KANJURUHAN MALANG DENGAN MENGGUNAKAN METODE ROLE PLAY ]]>
<![CDATA[Maria Goretti Sriningsih]]>;
<![CDATA[Siane Herawati]]>
<![CDATA[ JURNAL ILMIAH BAHASA DAN SASTRA Vol. 2 No. 1 (2015): Jurnal Ilmiah Bahasa dan Sastra ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Sastra Universitas Kanjuruhan Malang ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui proses implementasi Metode Role Play untuk meningkatkan kemampuan berbicara mahasiswa Sastra Inggris Universitas Kanjuruhan Malang. Desain penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan menggunakan tiga instrument penelitian, yaitu Lembar Pengamatan, Dokumentasi, dan Tes. Hasil penelitian yang dilakukan dalam dua siklus ini menunjukkan bahwa Metode Role Play ini tidak hanya mampu meningkatkan kemampuan berbicara mahasiswa tapi juga partisipasi aktif mahasiswa selama proses belajar mengajar berlangsung.]]>
<![CDATA[AN ANALYSIS ON SYMBOLISM USED IN REBA TRADITIONAT GURU SINA ]]>
<![CDATA[Wilibrodus Kumi]]>;
<![CDATA[Siane Herawati]]>
<![CDATA[ JURNAL ILMIAH BAHASA DAN SASTRA Vol. 3 No. 1 (2016): Jurnal Ilmiah Bahasa dan Sastra ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Sastra Universitas Kanjuruhan Malang ]]>
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<![CDATA[Reba Tradition is part of Guru Sina’s tradition and an event which is interested to participate, many kinds of symbols used on it. Reba Tradition is not separated from language. By using language, the researcher can express our thought, idea, emotion, and feeling. Because language is an important aspect of human life and social communication among the members of society. Therefore, the researcher has been interested in studying this problem by formulating four researcher problems such as: What is the background of Reba Tradition at Guru Sina? How are the implementation process of Reba tradition at Guru Sina? What are symbols and meaning of those symbols are used in Reba tradition at Guru Sina?and What are functions Reba tradition for people at Guru Sina? This study has two significances of the study, theoretically and practically. Theoretically, the result of this study will give the description about the symbols are used in Reba tradition. Practically, the researcher hopes this research is useful to enrich Reba tradition and as additional knowledge for people or student both from Ngada or others. The research of this thesis is descriptive qualitative research. It is intended to describe about the symbols, and also the symbols meaning used in Reba tradition. Key words: and]]>
<![CDATA[PENERAPAN METODE BERMAIN GAME DAN PENGARUHNYA TERHADAP KEMAMPUAN BERBICARA BAHASA INGGRIS MAHASISWA PADA MATA KULIAH SPEAKING 2 ]]>
<![CDATA[Siane Herawati]]>;
<![CDATA[Muhammad Suharto]]>;
<![CDATA[Maria Cholifah]]>
<![CDATA[ Jurnal Inspirasi Pendidikan Vol 6 No 2 (2016): Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Kanjuruhan Malang ]]>
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DOI: 10.21067/jip.v6i2.1346
<![CDATA[Penelitian ini dilakukan untuk: 1) Menguji pengaruh penerapan metode bermain game terhadap sikap mahasiswa pada mata kuliah speaking 2, 2) Menguji pengaruh penerapan bermain game terhadap penguasaan kosa kata bahasa Inggris 3) Menguji pengaruh penerapan bermain game terhadap penguasaan kalimat bahasa Inggris 4) Menguji pengaruh penerapan bermain game terhadap kemampuan komunikasi menggunakan bahasa Inggris.Penelitian ini dilaksanakan di Universitas Kanjuruhan Malang, pada mahasiswa Jurusan Bahasa Inggris tahun akademik 2015/2016. Metode penelitian yang digunakan adalah eksperimental. Dalam pengumpulan data, peneliti menggunakan wawancara, observasi, kuesioner, dukumen dan tes. Data kualitatif dianalisis dengan menggunakan Constant Comparative Method: membandingkan kejadian yang berlaku untuk setiap kategori, integrating categories and their properties, delimiting the theory, dan speaking the theory. Data kuantitatif dianalisis deskriptif dengan statistik Korelasi Product Moment untuk mencari nilai akhir. Peneliti mendapatkan banyak kemajuan setelah melakukan penelitian dengan menggunakan metode bermain game. Adapun dilihat pada kemampuan dan keberanian berbicara bahasa Inggris yang spontanitas serta penambahan kosa kata pada mahasiswa semester 2 tersebut.Hasil dari variabel X ( Strategi bermain game) dari 80 orang mahasiswa adalah 5831, sedangkan variabel Y (kemampuan berbicara bahasa Inggris) adalah 7189. Setelah dihitung dengan menggunakan korelasi Pearson Product Moment r hitung adalah 0.8090. Dengan nilai 0.8090, jika diinterpretasikan sesuai dengan Interpretasi Koefisien Korelasi nilai r. Maka dapat disimpulkan bahwa nilai korelasi variabel X (bermain game) mempunyai pengaruh tingkat hubungan yang sangat tinggi terhadap variabel Y (kemampuan berbicara bahasa Inggris. Kata-kata kunci: metode, bermain, game]]>
<![CDATA[AN ANALYSIS OF FLEMING’S THEORY ON VARK (VISUAL, AURAL, READ/WRITE, AND KINESTHETIC) LEARNING STYLE IN COLLEGE STUDENTS ]]>
<![CDATA[Riza Weganofa]]>;
<![CDATA[Ayu Liskinasih]]>;
<![CDATA[Siane Herawati]]>;
<![CDATA[Indah Rustiani]]>
<![CDATA[ JURNAL ILMIAH BAHASA DAN SASTRA Vol. 9 No. 1 (2022): JIBS : JURNAL ILMIAH BAHASA DAN SASTRA ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Sastra Universitas PGRI Kanjuruhan Malang ]]>
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DOI: 10.21067/jibs.v9i1.7148
<![CDATA[This study was aimed at investigating the kinds of learning style used by college students in learning English vocabulary. The researchers categorized the kinds of learning style based on Fleming’s theory into Visual (V), Aural (A), Read/Write (R), and Kinesthetic (K). Further, they used questionnaire and interview to collect the data from forty participants. The instruments were applied right after the participants finished their vocabulary course. The result of questionnaire shown that students used Kinesthetic (K) learning style for learning English in general. Meanwhile the result of the interview shown that learning style used by college students for learning English vocabulary was read/write (R) type. It can be concluded that most students used different learning styles for different purposes. The learning style can change over time according to the conditions that students need. Based on the stages of cognitive development, it can be said that college students included to adulthood which means they use abstract thought when they learnt something. They should have been able to understand the vocabulary by using visual learning style, since kinesthetic style is more suitable for children between 2 and 7 years of age than for adults. This indicates that between student’s beliefs and teacher’s beliefs are incompatible.]]>
<![CDATA[Pelatihan Membuat Keripik Singkong dan Talas di Desa Brongkal, Kecamatan Pagelaran Kabupaten Malang ]]>
<![CDATA[Siane Herawati]]>;
<![CDATA[Giovanni Irawan]]>;
<![CDATA[Mujiono Mujiono]]>
<![CDATA[ JAPI (Jurnal Akses Pengabdian Indonesia) Vol 4, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Tribhuwana Tunggadewi ]]>
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DOI: 10.33366/japi.v4i1.1225
<![CDATA[Artikel ini memaparkan hasil kegiatan pengabdian masyarakat yang dilakukan di desa Brongkal, yang bertujuan untuk mengatasi masalah pengerajin keripik singkong dan talas. Kegiatan yang dilaksanakan yaitu: a) memodifikasi perajangan yang manual menjadi perajangan listrik atau elektrik, b) membuat keripik singkong dan talas higienis dan beranekan rasa dengan menggunakan komposisi alami, c) membuat pengemasan lebih baik dan menarik dengan memberikan label, merk, komposisi bahan, ijin perdagangan, dan d) mengembangkan pemasarana dengan cara online. Metode yang digunakan adalah: a) pembuatan/pengadaan alat, dan b) pelatihan dan pendampingan. Beberapa hal telah mengalami peningkatan diantaranya, 1) Pada proses pengolahan keripik di desa Brongkal tidak menggunakan bahan tambahan bahan kimia seperti penyedap rasa, ataupun pengawet makanan. Selain itu proses pengolahan makanan yang tepat dan sesuai standard. Proses pengepakan dan pelabelan telah dilaksanakan oleh masyarakat di desa Brongkal untuk membantu peningkatan produksi dan perekonomian warga masyarakat. 2) Pada jenis variasi keripik singkong dan talas teah sesuai dengan selera masyarakat. Selain itu produk ini mampu menjadi makanan yang diharapkan menjadi daya tarik kuliner di Jawa timur. 3) Produk keripik singkong dan talas desa Brongkal dengan proses pengolahan, pengepakan dan pelabelan merupakan hasil penelitian, inovasi kreatifitas Unikama. 4) Mendukung program pemerintah dalam upaya diversivikasi pangan dengan menggunakan pemanfaatan bahan makanan local yang berkualitas.]]>
<![CDATA[Peningkatan Kreativitas Guru Melalui Pelatihan Pembuatan Media Pembelajaran Berbahan Kain Flanel ]]>
<![CDATA[Herawati, Siane]]>;
<![CDATA[Cholifah, Maria]]>;
<![CDATA[Mujiono, Mujiono]]>
<![CDATA[ Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 1 (2024): Juni ]]>
Publisher : <![CDATA[Actual Insight ]]>
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DOI: 10.56393/jpkm.v4i1.2137
<![CDATA[Tujuan dari pengabdian kepada masyarakat ini adalah untuk meningkatkan keterampilan dan kreativitas guru-guru KB-RA Terapi Tazkiyah dalam pembuatan media pembelajaran menggunakan kain flanel, sehingga dapat memfasilitasi proses belajar mengajar yang lebih efektif dan menyenangkan bagi siswa dengan berbagai kebutuhan khusus․ Metodologi yang digunakan meliputi pengabdian interaktif yang mengombinasikan ceramah dan praktik langsung, dimana guru-guru diajarkan untuk membuat dan menggunakan media pembelajaran seperti buku dan dadu dari kain flanel․ Hasil dari pengabdian ini menunjukkan peningkatan signifikan dalam kreativitas dan kemampuan praktis para guru, serta aplikasi efektif dari media pembelajaran yang telah dibuat dalam kelas․ Pengabdian kepada masyarakat ini menekankan bahwa penggunaan media pembelajaran kreatif, seperti kain flanel, tidak hanya meningkatkan interaksi dan motivasi belajar siswa, tetapi juga membantu dalam pengembangan kognitif dan motorik mereka․ Pengabdian ini merekomendasikan pengembangan lebih lanjut atas pengabdian serupa untuk memastikan penerapan yang luas dan berkelanjutan di lembaga pendidikan lainnya․]]>
<![CDATA[Exploring the Use of Game-based Ice-breaking Activities by English Teachers during the Teaching and Learning Process ]]>
<![CDATA[Sari, Karina Cahya]]>;
<![CDATA[Rusfandi, Rusfandi]]>;
<![CDATA[Herawati, Siane]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 6 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i6.584
<![CDATA[Game-based ice-breaking activities are essential for increasing student engagement and motivation during English lessons. Previous studies have highlighted their effectiveness in creating a learning environment that focuses on student experiences. This study aims to fill the gap by exploring the types of game-based icebreaker activities used by English teachers and their impact on them. A qualitative descriptive method was employed, collecting data from three elementary school teachers in Malang, East Java, through observation and interviews. The study found that both non-digital and digital games were used as ice-breaking activities to foster a more interactive learning environment. These activities strengthened teacher-student relationships and encouraged creativity in teaching methods. However, challenges such as time constraints, limited resources, and managing student behavior were observed. These findings indicate the importance of integrating games into teaching strategies to enhance the relationships between teachers and students, thereby improving the classroom atmosphere and promoting creativity in teaching methods. They also highlight the need for teacher training programs to address challenges such as time constraints, limited resources, and managing student behavior when implementing games.]]>
<![CDATA[Pengaruh PENGARUH PERENCANAAN STRATEGIS DAN EFIKASI DIRI TERHADAP KEMAMPUAN MENULIS ARGUMENTASI: - ]]>
<![CDATA[herawati, siane]]>;
<![CDATA[Cholifah, Maria]]>
<![CDATA[ (JIBS) JURNAL ILMIAH BAHASA DAN SASTRA Vol. 9 No. 2 (2022): JIBS : JURNAL ILMIAH BAHASA DAN SASTRA ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Sastra Universitas PGRI Kanjuruhan Malang ]]>
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DOI: 10.21067/jibs.v2i9.8034
<![CDATA[This study aims to (1) measure the effects of the students taught by using strategic planning and non-strategic planning in the argumentative essay writing; (2) measure the effects of the students having high and low self-efficacy in the argumentative essay writing, and (3) measure the interaction effects between strategic planning and self-efficacy on the students’ argumentative essay writing skill. The research design used in this study was experimental research with two way ANOVA. This research was conducted in for students in the English Language Education and English Literature Study Program, PGRI Kanjuruhan University of Malang who took the Essay Writing course. The results of this study indicate that students taught by using strategic planning got higher scores than students taught by using non-strategic planning. This can be seen from the mean value in the experimental class (strategic planning) is 84.57, while the average of students in the control class (non-strategic planning) is 64.37. Meanwhile the students who have high self-efficacy got higher scores than students having low self-efficacy. This can be seen from the average score of students with high self-efficacy is 79.67, while the average value of students with low self-efficacy is 59.87. There is also an interaction between strategic planning and self-efficacy on the students’ ability in writing argumentative essay. The significance is .000 which is smaller than .05.]]>
<![CDATA[How Storytelling Enhanced Elementary Students’ English Proficiency ]]>
<![CDATA[Mafulah, Siti]]>;
<![CDATA[Panggala, Oka Bruno Asmara]]>;
<![CDATA[Herawati, Siane]]>
<![CDATA[ Teaching English as Foreign Language, Literature and Linguistics Vol. 5 No. 1 (2025): TEFLICS ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari ]]>
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DOI: 10.33752/teflics.v5i1.8976
<![CDATA[Teaching English to young learners requires creativity and engaging methods. Storytelling offers an alternative approach suitable for young students. This study aims to explore the English abilities of young learners through the use of storytelling. Data were collected through observations and interviews. Observations were conducted to examine students' activity in using English in the classroom, while interviews were carried out to strengthen the observational data. The participants were 26 students, with 10 selected for interviews to further validate their perceptions of storytelling activities. The findings indicate that storytelling has a positive influence on students' English abilities, particularly in speaking (including pronunciation and vocabulary). Interviews revealed that students found storytelling enjoyable, motivating, and helpful in learning English. These findings suggest that storytelling can serve as an effective alternative method for teaching English to young learners.]]>
