Article Per Year (5 Year)
p-Index From 2020 - 2025
0.751
P-Index
This Author published in this journals
All Journal Lingua Cultura Humaniora Jurnal Pengabdian Multidisiplin Indonesia
Yella Dezas Perdani
Universitas Bina Nusantara
Arts Humanities Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
The English Language Teachers’ Perspective of Using the First Language (L1) in Teaching a Foreign Language (TEFL) Class Yella Dezas Perdani
Lingua Cultura Vol. 15 No. 1 (2021): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v15i1.7165

Abstract

The research discussed the using of the first language in teaching a foreign language that had been a debate for language teaching practitioners for decades in language acquisition. The debate was about whether it was all right to use it in a foreign language class or not and how it affected the students’ learning process and result. Because of the pro and cons of using the first language (L1) in teaching a foreign language, the research was conducted to find out the use of the first language in teaching English as a foreign language. The research aimed to discover to what extent and in which instances L1 was used by the teachers in their English teaching class in terms of the teaching stages, including pre-teaching, whilst-teaching, and post-teaching in the classroom. The research also searched teachers’ perspectives and reasons for using L1 in their English class. Moreover, the research applied a qualitative method to gather information from the participants. The participants were four English teachers who taught English at senior high school in Bandung-West Java province, Majalengka-West Java province, Pangkal Pinang-Bangka Province, and Kuok-Riau Province. Data collkection was done by distributing questionnaires and doing interviews. The findings show that most teachers use Indonesian as L1 in the whilst-teaching stage when they deliver the materials. They use L1 to clarify the students’ understanding of the materials given and explain English language concepts, grammatical concepts, and difficult words. They argue that using L1 helps both teachers and students in teaching and learning English as a foreign language.
The Investigation of Illocutionary Acts Uttered by the Characters tn the Brave Movie Yella Dezas Perdani
Humaniora Vol. 14 No. 1 (2023): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v14i1.8018

Abstract

The research aimed to determine the sorts and most prevalent illocutionary acts used by the characters in the Brave animated movie. The illocutionary act was defined as the purpose for which the speaker utters something. The research focused on the main character and the entire conversation between each character in the movie. The research applied a qualitative method where the data were taken from the script uttered by all of the characters in the Brave movie who uttered the illocutionary acts. The data collection technique was done in five steps; made the data analyzing format, watched the movie and searched the script, read the script repeatedly, identified the utterances, and classified the utterances and meaning into the illocutionary act. The basic theory used was the illocutionary act proposed by Searle and Austin. There were 85 illocutionary acts found in Brave movie, and it was divided into five classifications: representative, directive, expressive, declarative, and commissive. The result shows that there are 10 (11,76%) representative acts, 42 (49,41) directive acts, 0 the commissive act, 19 (22,35%) expressive acts, and 10 (11,76%) declarative acts. As a result, directives are the illocutionary acts that predominate in Brave movie.
The Evaluation of the Multimedia Coursebook Material in Listening 1 Course: Audio, Video, and Interactive Activities Yella Dezas Perdani
Lingua Cultura Vol. 17 No. 1 (2023): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v17i1.9217

Abstract

The research aimed to evaluate the multimedia coursebook materials that had been applied in the Listening 1 course at one university in Indonesia, to know whether the coursebook used was presented well and still suitable to the student’s needs. The audio, video, and interactive activity provided in multimedia coursebook materials needed to be evaluated to determine their suitability for students, lecturers, and the institution. A qualitative method was applied, and the evaluation form was used to gather the data from two linguists of English Applied Linguistics, one Listening 1 lecturer, three students who had used the coursebook, and three students who had not used them. The data were summarized, analyzed, and qualitatively described. The finding shows that the audio, video, and interactive activity in the multimedia coursebook material applied in the Listening 1 course are presented well. To begin with, the audio provided is clear, and the accent is understandable. Then, the clarity of the video’s image, gestures, and facial expressions aid the students’ comprehension of the video’s content. The material, exercise, the application needed, and the link provided in the interactive activity are varied and appropriate to student needs and level of ability. The evaluation result can be used to improve the quality of multimedia coursebook material in the Listening 1 course. Finally, the research has the practical application of facilitating students’ learning needs by offering learning media resources in the form of multimedia coursebook materials. 
BLENDED LEARNING: PEMANFAATAN TEKNOLOGI PADA PEMBELAJARAN BAHASA DI SEKOLAH Yella Dezas Perdani
Jurnal Pengabdian Multidisiplin Indonesia (JUPEMI) Vol. 1 No. 1 (2023): Juni
Publisher : Merwinspy Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jupemi.v1i1.20

Abstract

Blended learning is a pertinent topic in modern education due to the impact of globalization and technological advancements. Following the typology of blended learning practices, numerous institutions and professionals have formulated and characterized blended learning practices in their respective vocabularies. Amidst the Covid-19 pandemic, technology serves as a medium to connect lecturers and students who are unable to attend physical classes and engage in traditional teaching and learning methods. The utilization of technology in language learning is on the rise due to the advancements in language learning methods and techniques. Webinars are a crucial tool for disseminating knowledge among language educators and other professionals in the education sector. This community service (PKM) aims to provide teachers and education practitioners with the necessary skills to select appropriate teaching methods for their students and to prepare all the required resources for technology-based instruction. This training is anticipated to inform and prepare the teachers to use and implement the technology in the classroom, especially blended learning.
Co-Authors