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All Journal PUJANGGA: Jurnal Bahasa dan Sastra JUDIKA (JURNAL PENDIDIKAN UNSIKA)
Noni Marlianingsih
Universitas Indraprasta PGRI
Education Languange, Linguistic, Communication & Media

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IMPLEMENTASI CONTENT BASED LEARNING DALAM PENGAJARAN DRAMA Noni Marlianingsih; Tita Puspitasari
Pujangga: Jurnal Bahasa dan Sastra Vol 4, No 1 (2018): Volume 4 Nomor 1 Tahun 2018
Publisher : Universitas Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1882.084 KB) | DOI: 10.47313/pujangga.v4i1.501

Abstract

Pengajaran Drama sebagai mata kuliah teori dihadapkan pada banyak kendala. Pengunaan teknikceramah dan teknik presentasi murni cenderung membuat mahasiswa pasif dan tidak dapat memahamimateri dengan baik. Sementara itu, pengajaran mata kuliah ini tidak hanya diarahkan pada pemahamansaja, namun diharapkan agar mahasiswa menjadi lebih kreatif dan inovatif. Tujuan penulisan artikeliniadalah untuk berbagi pengalaman tentang keefektifan penggunaan content based learning dalampengajaran drama. Penulis menggunakan metode pengajaran Content Based Learning dalam kelas drama,jurusan pendidikan Bahasa Inggris, Universitas Indraprasta PGRI. Mahasiswa yang diajar berada di tahunke dua atau semester empat. Kelas yang diajar sebanyak dua kelas, masing-masing kelas berjumlah 30orang. Hasil dari penerapan metode pengajaran ini, mahasiswa dapat menganalisa dan membandingkanunsur-unsur drama yang ada di teks aslinya dan versi film, sehingga mereka dapat mementaskannya dikemudian hari. Manfaat lain yang diperoleh dari penggunaan metode ini yaitu mahasiswa dan dosenmenjadi lebih aktif saling berkomunikasi dan mahasiswa terbiasa bekerjasama dalam kelompoknya.Kata Kunci: content based learning, drama.
ENHANCING STUDENTS’ VOCABULARY THROUGH MIND MAPPING ACTIVITY IN THE SECOND SEMESTER STUDENTS OF ENGLISH EDUCATION PROGRAM Dwinesa Anggraeni; Noni Marlianingsih
JUDIKA (JURNAL PENDIDIKAN UNSIKA) Vol 5 No 2 (2017): JUDIKA (JURNAL PENDIDIKAN UNSIKA)
Publisher : Universitas Singaperbangsa Karawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (654.627 KB)

Abstract

This research aims to know (1) whether mind mapping activity can enhance students’ vocabulary (2) how is the classroom situation while mind mapping activity is implemented for the second semester students of English Education Program. The researcher uses classroom action research with two cycles and each cycle has four meetings. There are four steps in conducting this research; planning, acting, observing, and reflecting. In collecting data, there are two kinds of data used in this research, quantitative and qualitative data. The quantitative data is analysed by using descriptive statistics method in the form of students’ score of pre-test, post-test 1, and 2, and t-test of non-independent is used to see the significant difference of students’ improvement. While for the qualitative data they are collected from: observation, interview, and questioner by using triangulation method. The result of the research shows that there is improvement of students’ vocabulary in three vocabulary indicators: form, meaning, and word in use. The average scores in pre-test is 67.27, 72.47 for post-test 1, and 74.88 post-test 2. Furthermore, the improvement of classroom situation can be seen clearly from students’ participation, interest, high-performance, and high-engagement. Briefly, it is recommended for educators to use mind mapping activity to improve students’ vocabulary.  Key words: mind mapping activity, vocabulary, English learning
Co-Authors Dwinesa Anggraeni Tita Puspitasari