Garuda - Garba Rujukan Digital

THE EFFECTIVENESS OF ARIAS LEARNING MODEL ASSISTED AUDIOVISUAL MEDIA IMPROVING LEARNING OUTCOMES Molla, Nur Laila; Sucipto, Muhammad Arif Budiman
Indonesian Journal of Learning and Instruction Vol 2, No 01 (2019)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v2i01.1684

ARIAS learning model instills confidence, relevance, interest, attention, and evaluation to find out success and pride in the results of achievement. With the help of audiovisual media, it will further enhance students' interest, attention, and activeness. Research Objectives 1) finding out differences in learning outcomes of significant ARIAS learning model with audiovisual media and conventional learning models. 2) Determining effectiveness of using ARIAS Learning Model assisted by audiovisual assisted audiovisual media in improving learning outcomes with conventional learning models. Quantitative research is a true design experiment. Design used was a pretest-posttest control group design. The population is all the third-semester students majoring in economics. Sample by means of non probability sampling with a purposive sampling technique, Data analysis techniques use independent test t-test and paired test. Results of independent test t test obtained t count = 3.375 with sig (2tailed) = 0.001 0.05 which means a significant difference in learning outcomes between ARIAS learning model with conventional learning models. Paired test results obtained a value of t count of -20,378 with the sig. (2-tailed) = 0.00 0.05 which means an increase in learning outcomes between ARIAS learning models with conventional models. The results obtain of average pre-test is 56.07 and post-test is 79.97. Furthermore, the conclusion is Arias assisted audiovisual learning model effectively improved learning outcomes of English subjects.

COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH TOWARDS SPEAKING ABILITY Molla, Nur Laila
Jurnal Bahasa Inggris Vol 2 No 1 (2018)
Publisher : LPPM Universitas Pancasakti Tegal

Communicative  Language  Teaching  (CLT)  is  a  way  to  deal  with  the  educating  of  second  and  unknown  dialects  that  emphasis  on  cooperation  as  both  the  methods  and  the  last  objective  of  learning  a  language.  Targets  are  (1)  to  discover  Effectiveness  of  CLT  Approach  in  Improving  Speaking  Ability.  (2)  huge  contrasts  between  students  who  are  instructed  by  CLT  and   not.  Quantitative  research  is  a  true  design  experiment.  Design  used  was  a  pretest-posttest  control  group  design.  Population  is  eighth  grader  students  in  Junior  High  School  1  Tegal.  Research  uses  cluster  random  sampling  with  two  group  design  (experiment  group  and  control  group).  Data  was  broke  down  utilizing  a  t-test,  score  of  the  t-test  is  2.744.  Score  of  t-table  is  at  5%  level  importance  and  on  level  of  62  is  1.670,  t-test  result  is  higher  than  t-table  (2.744>1.670).  t-test  hypothesis  is  rejected,  and  t-table  hypothesis  is  accepted.  CLT  improve  speaking  capability.

IMPLEMENTING QUICK RESPONSE (QR) CODES IN TEACHING READING Hapsari, Suci; Nur Ekawati, Yulia; Molla, Nur Laila
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

The purposes of this research were to describe the implementation of Quick Response (QR) Codes in teaching reading, to find out the significant difference between students who are taught with and without using QR Codes, and to know the students? responses from using QR Codes in teaching reading of English explanation texts to XI class in MAN Kota Tegal in the academic year of 2018/2019. This research used a type of experimental study with pretest-posttest control design. The results of the study described the QR Codes could be implemented in teaching reading as a teaching medium. The steps of applying this medium were (1) asking students to make a group, (2) scanning the QR Code to get reading text and worksheet of assignment, (3) doing the activities stated in QR codes, and lastly (4) discussing the result. Moreover, t-test result showed higher than t-table (4.372 > 2.011). It meant that there was significant difference from experiment and control group. In accordance with students? responses result, it mentioned that students felt enthusiastic, motivated, and discovered new things during teaching learning process through QR Codes. Therefore, it was suggested to English teacher using QR Codes in teaching reading.

PENGGUNAAN VIDEO FILM UNTUK MENINGKATKAN PRESTASI PEMAHAMAN MENDENGARKAN SISWA Molla, Nur Laila
Sasando Vol 3 No 1 (2020): April 2020
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/sasando.v3i1.103

Tujuan dari penelitian ini adalah untuk mengetahui apakah ada peningkatan yang signifikan dalam pencapaian pemahaman mendengarkan siswa setelah diajarkan melalui video film dan untuk menyelidiki proses pengajaran mendengarkan melalui video film di kelas. Penelitian ini dilakukan pada siswa kelas satu SMPN 1 Tegal. Penelitian kuantitatif ini menggunakan satu kelompok desain pretest-posttest. Uji pemahaman mendengarkan obyektif digunakan sebagai instrumen dan data dianalisis dengan menggunakan uji-t berulang. Hasil penelitian menunjukkan bahwa ada peningkatan yang signifikan dari pre-test ke post-test. Nilai rata-rata dari pre-test adalah 54.83 dan post-test adalah 72.17 dan t-value lebih tinggi dari t-tabel. Dengan membandingkan skor pre-test dan post-test, dapat ditemukan bahwa perbedaannya adalah 17,33. Ini membuktikan bahwa perlakuan/treatment memiliki efek positif pada prestasi siswa. Berdasarkan data, dapat disimpulkan bahwa penerapan video film di kelas meningkatkan prestasi pemahaman mendengarkan siswa.   Kata kunci: Pemahaman Mendengarkan, Teks Naratif, Prestasi Siswa, Video film

The Effectiveness of GTM Plus on Students' English b Nur Laila Molla
Cakrawala: Jurnal Pendidikan Vol 8 No 2 (2014)
Publisher : Universitas Pancasakti Tegal

Grammar Translation Method (GTM) is one of teaching methods. The writerdiscovered a new model of GTM, later called GTM Plus. This research will provewhether this method completely effective to students’ achievement. Severalexperiments are taken to two difference classes. The experiments were held at JuniorHigh School 1 Tegal. There were two sample classes consisting of twenty twostudents for each, one as experimental class and the other as control class.Experimental class was taught with GTM Plus and the other class without. Therewere pre-test and post-test for both classes. A true experimental research was held.Test and observation conducted, the writer calculated test validity, reliability,difficulty level and discriminating power. The Sample of students was takenrandomly. The test is analyzed and calculated using nonparametric statistic. Theresult proves 21.6% increasing students’ achievement. The pre-test mean of controlgroup is 6.11 and 6.72 for post-test while the pre-test mean of experimental group is7.07 and 8.56 for post-test. Percentage of score improvement is 21.1%. This meansthat the implementation of Grammar Translation Method GTM) Plus gives positiveeffect to students’ achievement on English reading tests and also speaking ability.The results show that mean of experimental group is higher than of control group.This gives positive effect on the implementation of Grammar Translation Method(GTM) Plus at school widely. Analyzing feedback through questionnaire ofexperimental group also shows 86% acceptance of this teaching method.

The Efectiveness of Implementation Round Robin Technique in The Teaching of Writing for The Third Semester PBI Students of Pancasakti University Academic Year 2015/2016 Nur Laila Molla
Cakrawala: Jurnal Pendidikan Vol 10 No 1 (2016)
Publisher : Universitas Pancasakti Tegal

The objective of this research is to find out correlation whether Round RobinTechnique is effective to use in the teaching of writing for the third semester PBIstudents of Pancasakti University academic year of 2015/2016.The population of this research is the third semester PBI students of PancasaktiUniversity academic year of 2015/2016. The number of population is ninety fivestudents from five classes. This research is conducted by using two group designs;the first group is called experimental group that is taught using Round RobinTechnique, while the second group is called control group that is taught using FourSquare Technique. The sample is taken by using cluster random sampling. Eachgroup of samples consists of 30 students.The instrument used in this research is writing test in the form of guided. The test isconducted after the two groups get treatment for 4 meetings. The test is carried outto find out whether students who are taught by using Round Robin Technique get abetter writing score achievement than students who are taught using Four SquareTechnique. Then, the writing test is assessed by using rubric of Brown's writingscoring.Data analysis of this research is tested by using t-test in order to find out whetherthe research hypothesis is accepted or not. Based on the computation, the t-ratio is3.443. It is consulted with t-table on the significant level (a) of 5% and the degreeof freedom (df) is 58. The t-table obtained is 1.672. It shows that t-ratio is higherthan t-table (3.443 > 1.672), so the hypothesis of the research is accepted.The conclusion of this research is there is correlation between Round RobinTechnique and Writing Achievement. Students who are taught using Round RobinTechnique get a better writing achievement than students who are taught usingFour Square Technique. Round Robin Technique is proven to be one of the effectivetechniques to make students interested in learning writing and boost theachievement. It also makes the situation in the classroom more adaptable, so itprevents the students from getting bored.English teachers are suggested to apply Round Robin Technique in the teaching ofwriting. They should also motivate their students to work as a team to makelearning writing more fun. Furthermore, it is better for teachers to give theirstudents more and more writing assignments and evaluations to make themaccustomed to writing and also achieving higher academic score

The Effect of English Training Course To English Learning Achievement For C Package Students of Learning Activity Group (SKB) Tegal Municipality Nur Laila Molla
Cakrawala: Jurnal Pendidikan Vol 12 No 1 (2018)
Publisher : Universitas Pancasakti Tegal

The purpose of this research is to know the interest to join English language training for students of Learning Activity Group (SKB) Tegal Municipality Package C. The population of this research is students C Package SKB Tegal Municipality academic year 2017/2018. The population is twenty. This research was conducted using one sample. The sample is taught English course training. Type of research is Experimental. Instruments used in this research are questionnaire and test. After English training for sixteen meetings, participants were asked to fill in questionnaire sheet, where statement item in questionnaire ranged from measuring the interest of sample to English training they joined. Data analysis of this research was tested using a t-test to determine whether Hypothesis was accepted or not. Based on the calculation that t-count is 0.444 compared with t-table at 5% significance level and freedom level (df) is 19. From calculation data obtained that t-count> t-table is 0.641> 0.444. Therefore, it is concluded that hypothesis of the research is accepted. The conclusion of this research is that there is an increasing influence of interest to participate in English Language Skills Training to the Interest of Learning English for students of C Package SKB Tegal Municipality. Advice that can be given by the researcher is the English teacher is suggested to give English Training to SKB students, especially C Package students or equivalent of Senior High School.

AN ANALYSIS OF FIGURATIVE LANGUAGE AND IMAGERY USED IN DUA LIPA’S SONG “LEVITATING” Atika Anggela Putri; Nur Laila Molla; Sanday Jamaludin
PROJECT (Professional Journal of English Education) Vol 5, No 6 (2022): VOLUME 5 NUMBER 6, NOVEMBER 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v5i6.p1156-1165

This research aimed to identify kinds figurative language and imagery, also to describe the contextual meaning. This research used descriptive qualitative method. The figurative language and imagery was analyzed by using Arp and Johnson’s theory in their book entitled “Perrine’s Literature Structure, Sound & Sense” 13rd edition. The subject of this research was Dua Lipa’s song lyric “Levitating.” The results of this research: there are 17 figurative languages used in this song : 1 or 6% simile, 2 or 12% metaphor, 9 or 53% overstatement, and 5 or 29% symbol. There are 22 song lyrics that contains imagery : 8 or 36% visual imagery, 1 or 5% auditory imagery, 5 or 23% organic imagery, and 8 or 36% kinesthetic imagery. From the results of the analysis, it can be concluded that figurative language and imagery have an important role in this song. Because they are able to beautify the song and help the listeners to imagine the story and characters based on the illustrations that the songwriter has provided in the song, also help them to better understand the meaning behind the lyrics of the song.

Communicative Language Teaching (CLT) Approach Towards Speaking Ability Molla, Nur Laila
Jurnal Bahasa Inggris Vol 2 No 1 (2018)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v2i1.50

Communicative Language Teaching (CLT) is a way to deal with the educating of second and unknown dialects that emphasis on cooperation as both the methods and the last objective of learning a language. Targets are (1) to discover Effectiveness of CLT Approach in Improving Speaking Ability. (2) huge contrasts between students who are instructed by CLT and not. Quantitative research is a true design experiment. Design used was a pretest-posttest control group design. Population is eighth grader students in Junior High School 1 Tegal. Research uses cluster random sampling with two group design (experiment group and control group). Data was broke down utilizing a t-test, score of the t-test is 2.744. Score of t-table is at 5% level importance and on level of 62 is 1.670, t-test result is higher than t-table (2.744>1.670). t-test hypothesis is rejected, and t-table hypothesis is accepted. CLT improve speaking capability.

Implementing Quick Response (QR) Codes in Teaching Reading Hapsari, Suci; Nur Ekawati, Yulia; Molla, Nur Laila
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v2i2.57

The purposes of this research were to describe the implementation of Quick Response (QR) Codes in teaching reading, to find out the significant difference between students who are taught with and without using QR Codes, and to know the students’ responses from using QR Codes in teaching reading of English explanation texts to XI class in MAN Kota Tegal in the academic year of 2018/2019. This research used a type of experimental study with pretest-posttest control design. The results of the study described the QR Codes could be implemented in teaching reading as a teaching medium. The steps of applying this medium were (1) asking students to make a group, (2) scanning the QR Code to get reading text and worksheet of assignment, (3) doing the activities stated in QR codes, and lastly (4) discussing the result. Moreover, t-test result showed higher than t-table (4.372 > 2.011). It meant that there was significant difference from experiment and control group. In accordance with students’ responses result, it mentioned that students felt enthusiastic, motivated, and discovered new things during teaching learning process through QR Codes. Therefore, it was suggested to English teacher using QR Codes in teaching reading.

Title

Found 16 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 16 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 16 Documents
Search