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Meningkatkan penguasaan kosakata bahasa Inggris siswa sekolah menengah pertama dengan menggunakan idiom Widi Syahtia Pane
Masyarakat Berdaya dan Inovasi Vol. 1 No. 1 (2020): April
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/mayadani.v1i1.15

Mempelajari kosakata dalam bahasa Inggris adalah hal yang sangat penting yang harus dilakukan oleh setiap siswa pendidikan Sekolah Menengah Pertama. Selain mempelajari grammar dan empat skill bahasa Inggris (Listening, speaking, reading, writing), siswa diharapkan dapat menguasai kosakata sesuai dengan level yang seharusnya mereka kuasai. Dengan mempelajari banyak kosakata bahasa Inggris, siswa diharapkan dapat berkomunikasi dalam bahasa Inggris dan juga menjawab banyak butir soal dalam ulangan harian, ujian semester, bahkan UNBK (Unjian Nasional Berbasis Komputer) untuk pelajaran bahasa Inggris. Namun banyak kendala yang siswa hadapi dalam mempelajari kosakata Bahasa Inggris. Belajar kosakata dengan cara menghapal adalah cara lama yang terlihat paling sederhana, namun efek dari menghapal biasanya tidak akan kuat dan cenderung membosankan bagi siswa. Ada banyak cara yang lebih modern untuk mempelajari kosakata bahasa Inggris, salah satunya adalah dengan cara mempelajari idiom bahasa Inggris beserta maknanya. Idiom adalah ungkapan yang tidak dapat diartikan kata demi kata (McCarthy & Oâ€™Del, 2003). Penulis akan mengajarkan siswa beberapa idiom menarik kepada siswa. Agar lebih menarik lagi, idiom-idiom tersebut diilustrasikan dengan gambar ilustrasi yang berwarna-warni. Dengan memahami bunyi dan arti idiom ini, diharapkan siswa-siswa dapat menyerap kosakata dengan mudah dan tidak akan melupakan kosakata tersebut. Selain itu, dengan pembelajaran idiom ini, siswa juga diharapkan dapat termotivasi untuk mencari lebih banyak lagi idiom yang akan menambah wawasan dan tentu saja kosakata mereka. Dalam kegiatan pengabdian masyarakat ini, terbukti bahwa dengan mempelajari idiom, siswa dapat mengetahui banyak kosakata dengan cara yang menyenangkan pula. Siswa juga tertarik mempelajari idiom lebih banyak lagi, yang artinya akan memperdalam pengetahuan mereka tentang kosakata dalam bahasa Inggris. Melihat hasil dari kegiatan pengabdian masyarakat ini, guru dan sekolah diharap dapat mendukung pengetahuan kosakata bahasa Inggris siswanya dengan cara mengajari dan menyediakan sarana siswa untuk belajar idiom. Dan untuk siswa sendiri, diharap untuk lebih banyak lagi belajar idiom untuk kedepannya.

The Effect of The Use of Video on English Vocabulary Mastery of The Elementary Second Level Students at SDN 018 Samarinda Widi Syahtia Pane; Godefridus Bali Geroda
Borneo Educational Journal (Borju) Vol. 1 No. 1 (2019): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Vocabulary is one of language components that plays an important role in communication. Through vocabulary, students can develop the four skills in English language such as listening, reading, writing, and speaking. There are many ways in teaching vocabulary and increasing vocabulary mastery. In this study, the writer used video as a technique. In this study, the writer wants to found out that has any significant effect of the use of Video on English vocabulary mastery of the elementary second level students at SDN 018 Samarinda.The design of this study was pre-experimental design. The writer gave pre-test, treatment, and post-test to one group. The sample of this study was 30 students of the elementary second level students at SDN 018 Samarinda. In analyzing data, the writer used t-test to find out the significance difference between the result before treatment (pre-test) and after treatment (post-test).In pre-test, from 30 students, 7 students got A (excellent), 6 students got B (good), 7 students got C (fair), 6 students got D (poor), and 4 students got E (fail). In post-test, from 30 students, 13 students got A (excellent), 8 students got B (good), 8 students got C (fair), 1 student got D (poor), and no students got E (fail). The mean score of vocabulary before treatment (pre-test) was fair (67,7) and the mean score of vocabulary after treatment (post-test) was good (78,7). The result of the findings of the study showed t-count (6.358) is greater ( ˃ ) than t-table (2.045) at level of significant (p) = 5% and df = 29. It means the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that the use of Video give very significant effects on vocabulary to the elementary second level students of SDN 018 Samarinda

Students Perspective Towards Writing Descriptive Text On Instagram Post Widi Syahtia Pane; Jordy Anggara Kristian
Borneo Educational Journal (Borju) Vol. 4 No. 1 (2022): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v4i1.860

Using "Instagram" as a learning medium is an easy way to help students learn descriptive text. This research is limited on perspective of students in writing descriptive text on instagram. The research is applied to one class of XI IPA1 with the number of students as many as 7 students in SMA Negeri 1 Linggang Bigung, Kutai Barat. from the result of pre research from XI IPA 1 there is 7 students who makes a descriptive text caption on Instagram post. In this research the researchers employ a qualitative approach in this research qualitative data collecting in this research. The research instrument is an interview (in-depth interview). The theory triangulation technique is carried out in testing the validity of the data using more than one perspective in discussing the problem research, so that they can be analyzed and more complete can be drawn comprehensive conclusions. Keywords: students perspective, writing, descriptive text, Instagram, caption

STUDENTS PERCEPTION TOWARD DESCRIPTIVE REVIEW ACTIVITY ON EXTENSIVE READING CLASS OF ENGLISH DEPARTMENT OF WIDYA GAMA MAHAKAM UNIVERSITY Widi Syahtia Pane
Pendas Mahakam : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol. 7 No. 1 (2022): June
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/pm.v7i1.1070

Reading is one of four skills that must be mastered for English as Foreign Language (EFL) learners. Extensive reading is one of class that students need to take to get bachelor degree in English Department of University of Widya Gama Mahakam Samarinda. Extensive reading goal is to create a fun reading for students, to boost their interest in reading especially English reading. In this academic year, the students of 2021 took their extensive reading class in pandemic era therefore they need to take this class through online proccess. This research aims to find out what is students’ feeling after/ whilst reading their favorite English books, novels and short stories in Extensive Reading class. The result reveals that most of students have positive perception towards this activity. Some difficulty faced by a few students in this activity are the difficulty to read the novel even thought this activity bring some positive effect to their study including learning about new vocabularies and motivating them to be independent in learning. They also hope that this descriptive review activity supports them in English reading and they also expect that they would have some other activities to engage fun environtment on their class.

KELAS AKHIR PEKAN: PENGAPLIKASIAN DESCRIPTIVE REVIEW DALAM PEMBELAJARAN MEMBACA EKSTENSIVE DI PROGRGAM STUDI PENDIDIKAN BAHASA INGGRIS UNIVERSITAS WIDYA GAMA MAHAKAM SAMARINDA Widi Syahtia Pane
Jurnal Pengabdian Kreativitas Pendidikan Mahakam (JPKPM) Vol. 2 No. 1 (2022): Juni
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Widya Gama Mahakam Samarinda

Sebagai salah satu dari empat kereampilan berbahasa Inggris, membaca merupakan keterampilan yang harus dikuasai oleh mahasiswa program studi pendidikan Bahasa Inggris. Membaca ekstensif atau yang biasa disebut dengan Extensive Readin) merupakan salah satu mata kuliah yang harus diambil mahasiswa untuk mendapatkan gelar sarjana di Jurusan Bahasa Inggris Universitas Widya Gama Mahakam Samarinda. Membaca ekstensif bertujuan untuk menciptakan bacaan yang menyenangkan bagi siswa, untuk meningkatkan minat membaca mereka terutama membaca bahasa Inggris. Hasil penelitian oleh Pane (2022) menunjukkan bahwa sebagian besar siswa memiliki persepsi positif terhadap kegiatandescriptive review dalam mata kuliah Extensive Reading. Oleh sebab itu, pelaksana kegiatan Pengabdian kepada Masyarakat membuat sebuah kelas di akhir pekan dengan tema ekstensive reading dengan metode descriptive review, bertujuan untuk menambah motivasi siswa dalam membaca, karena dalam metode ini, mahasiwa merasa dlibatkan dalam lingkungan yang menyenangkan di kelas.

The Problem Faced by Freshmen Students of English Education Department In Writing English Paragraph Widi Syahtia Pane; Aranxtha Olivia Sanchez
Borneo Educational Journal (Borju) Vol. 5 No. 1 (2023): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v5i1.1221

This research is aimed to reveal new studentsâ€™ obstacle in doing paragraph writing; from the pre-writing activity, writing process and also editing. Descriptive qualitative was done to conduct this research. The researchers used interview to collect data and also to verify the result of the data by doing observation on studentâ€™s work in writing process. After the results revealed, it is hoped that they are useful for teachers and also students to know the problem they probably face in paragraph writing teaching and also learning, therefore they can anticipate the problem and find solution to those obstacles. The result of this research shows that the students face difficulties in determining topic, main idea, and also the rest of content, grammatical error, vocabulary difficulty, making brainstorming phase, forgot or confused to determine conclusion, punctuation, translation and coherence problem, mistake in language (sentence structure, spelling and word choice).

Improving Students Listening Skill by Using Audio Game “Blind Legend Game” at SMA 1 Siluq Ngurai Diki Suprianto; Widi Syahtia Pane; Godefridus Bali Geroda
Inquest Journal Vol. 1 No. 02 (2023): April
Publisher : Wadah Inovasi Indonesia

AbstractBackground:Listening is one of the basic English skill that mus be mastered. Listening is a listen activity where we hear something, be it a speech, a lecture, or an explanation about something from someone else, where we not only hear but also have to listen and understand and then gain new knowledge from what we hear (Tyagi, 2013).Methodology:This research doing by Classroom Action Research method. The subject of this research was XI-MIPA grade of SMA Negeri 1 SILUQ NGURAI 2022/2023 year of academic and consist of 29 students member. The objective of this research was to improve students’ listening skill in English Lesson by using Blind Legend game at XI-MIPA grade of SMA Negeri 1 SILUQ NGURAI. This research was conducted in two cycles, each consisting of planning, action, observation, and reflection. Data is collected through quantitative and qualitative data. The research purpose is to increase students’ ability in listening English by using Blind Legend game. Findings:This research showed result of increasing that happen on students ability in Listening. The students mean score from pretest until post-test cycle 2 was 66,2, 81,3 and 90,1. The students improvement percentage scores who pass the criteria of success >75 also show changes from the pretest only 6 students (20,7%), post-test cycle I up to 26 student (89,7%) and the final result from post-test cycle II that 28 student (96,6%)Conclusion:Based on the pretest down to the second cycle post-test result and the data got by the researcher on the class, Blind Legend games effectively help students to improve listening skill showed by their scores. Especially the students response toward the teaching process using CAR method. It can be said that the students likes Blind Legend game. It proven by their interest to the material in the class, and perform a dialogue and audio listen then understand what the dialogue talk about.Originality:This research can used for references and help student or teacher to understand how improve listening skill using Blind Legend game in teaching and learning process.

An Analysis of Declarative and Interrogative Sentences In “Don’t Look Up” Movie Agustinus Fransiskus; Widi Syahtia Pane; Godefridus Bali Geroda
Inquest Journal Vol. 1 No. 02 (2023): April
Publisher : Wadah Inovasi Indonesia

AbstractBackground:Human communicate by using sentences in daily life. There are two types pf sentences usually used by people in an utterance declarative and interrogative sentence and it is important to know the meaning for every structure of sentences in order to avoid misunderstand between people. This study aims to analyze types and deep structure of Declarative and Interrogative sentences that appeared in “Don’t Look Up” MovieMethodology: The researcher used a design for content analysis. The characters shown in the film "Don't Look Up" are the focus of this investigation. The study's focus was on the declarative and interrogative language employed by the movie's characters. A checklist served as the study's main tool.Findings: The researcher discovered there are 117 declarative sentences, 79 (67.6%) positive declarative sentences, and 38 (31.5%) negative declarative sentences. Meanwhile, for the interrogative sentences, the researcher found there are 132 interrogative sentences, 77 (58.3%) wh questions, 54 (40.9%) yes-no questions, and 1 (0.7%) alternative question and the deep structure of declarative sentence used Subject and Noun phrase to create sentence and for the interrogative sentence used Complementizer and Sentence for its structure.Conclusion: In declarative types, the frequent used types declarative sentence was positive declarative sentence and for interrogative sentences, the character most used was wh questions in dialogue. (Brown & Miller, 1991) as a guidance theory to draw the tree diagram where the deep structure of a declarative sentence consists of a noun phrase and verb phrase while the interrogative sentence needs to attach the wh-question word or the auxiliary to the complementizer and followed by a noun phrase and verb phraseOriginality: This research can used for references and help student or readers to understand deeper the interrogative and declarative sentence and its structure.

Student’s Perceptions Towards Mobile Technology in Distance Learning At 2nd Semester in English Language Education Program Amien Rahman; Widi Syahtia Pane; Abdul Rohman
Inquest Journal Vol. 1 No. 02 (2023): April
Publisher : Wadah Inovasi Indonesia

Background: Mobile learning is a learning model by utilizing information and communication technology. One form of technology that can be used in mobile learning is smartphones. There is a wide variety of smartphones that offer incredible sophistication in various features and applications. With various features that can be installed or run online, smartphones can be used as learning media. Methodology: This study used a qualitative approach and a case study as the research design. Moreover, the researcher used interviews and observation as the instrument to collect the data. The subjects in this study are five students. Findings: The findings revealed positive perceptions and the obstacles of mobile learning in Distance Learning. The results of this study stated that the subjects were greatly helped by the presence of mobile learning. Mobile learning is very helpful for subjects to find information and communication with easy internet access in finding information during a pandemic helping students find and gather information. it was stated that with mobile learning students had the flexibility of place. However, the obstacle to mobile learning in distance learning is students cannot directly understand the material presented by the lecturer. Apart from that, students also find it difficult to understand the material as a result of the poor quality of the unstable internet. Conclusion: There are some students who have obstacles during mobile-based learning. The obstacles that are often faced by students are network constraints that are sometimes less supportive when the teaching and learning process takes place. With this mobile-based learning, students can access smooth communication information without being constrained by place, time, and understanding of the material that can be accessed by students independently. Originality: In this study found out the students’ perception and the obstacles used PJJ or distance learning with use mobile technology in learning process.

Teacher' and Student's Perspective on the Use of Mall (Mobile -Assisted Language Learning) in English Learning Okny Apriani S; Widi Syahtia Pane; Godefridus Bali Geroda
Inquest Journal Vol. 1 No. 02 (2023): April
Publisher : Wadah Inovasi Indonesia

Mobile-Assisted Language Learning (MALL) is a new approach to language learning and teaching activities that can improve effectiveness, flexibility, and comfort in language learning by allowing the sending and receiving of learning materials, information, and instructions via mobile phone. The objectives of the researchers are to find out the teacher and students' perspectives toward the use of MALL (Mobile Assisted Language Learning) in English learning at SMK Negeri 5 Samarinda. In this research, the researcher used qualitative research and a phenomenology approach. This research was conducted at SMK Negeri 5 Samarinda in class XII multimedia. With a purposive sampling method, the researcher chose 20 students and 1 English teacher. Collecting data in this study used interview techniques to find out the perspectives of teachers and students on the use of MALL in English learning activities. The results of the study showed a positive response from the perspectives expressed by teachers and students towards the use of MALL in learning English, where students felt that the MALL helped and made it easier for them to learn English. Furthermore, the teacher said that the existence of a mall helps teachers provide more varied learning

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