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All Journal Gramatika: Jurnal Ilmiah Kebahasaan dan Kesastraan
Zainurrahman Zainurrahman
Prodi Pendidikan Bahasa dan Sastra Inggris, STKIP Kie Raha Ternate
Education Languange, Linguistic, Communication & Media

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Peran Pikiran Bawah Sadar (Subconscious Mind) dalam Proses Menulis dan Pembelajaran Naratif Zainurrahman Zainurrahman
Gramatika: Jurnal Ilmiah Kebahasaan dan Kesastraan Vol 4 No 1 (2016): Gramatika, Volume IV, Nomor 1, Januari--Juni 2016
Publisher : Kantor Bahasa Provinsi Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (175.315 KB) | DOI: 10.31813/gramatika/4.1.2016.47.49--58

Abstract

Human subconscious mind is rich of motivation, creativity, and emotion. If everyone is able to access it, then everyone can utilize their subconscious treasures for various needs and purposes, including education and learning purposes. One of the learning models which includes accessing subconscious mind is hypnoteaching. Hypnoteaching includes 5 complex elements; they are quantum teachinglearning, power teaching, neuro-linguistic programming, accelerated learning, and hypnosis. This shows that without one of these five elements, then the application of hypnoteaching learning model is not effective. Among these five elements, hypnosis is the one part which touches the subconscious mind. in narrative writing (and learning) process, subconscious mind plays a very important role. One of the roles is digging the information or data stored in it, then displaying it visually (mental image) and giving us chance to create and structure them to be a story or a narrative. This article provides information how pure hypnosis (not hypnoteaching) can be utilized in the narrative learning or writing process
Otentisitas Komunikator dan Motivasi Menulis Mahasiswa di Media Sosial Zainurrahman Zainurrahman
Gramatika: Jurnal Ilmiah Kebahasaan dan Kesastraan Vol 4 No 2 (2016): Gramatika, Volume IV, Nomor 2, Juli--Desember 2016
Publisher : Kantor Bahasa Provinsi Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (401.476 KB) | DOI: 10.31813/gramatika/4.2.2016.83.108--118

Abstract

This research is accomplished to understand the triggers of the university students’ motivation in writing through social medium networks which is suspected by writing-matrix project, it is wellknown as ‘communicator authenticity’ which provides an authentic textual interaction. It is realized that the frequency of students’ writing activity on social media is a wonderful phenomena if it is compared to their writing activity in the classroom. This qualitative descriptive research used questionnaire as the instrument in collecting the data, which are then analyzed by applying theory of emotion, motivation, and computerized learning media. This research concluded that communicator authenticity is not the only trigger of students’ motivation to write on social medium, but the value and the meaning given by the students toward the social media itself that play an important role. Features, easiness, and emotional fulfillment to write are the other triggers which motivate students to write frequently on the social media. The academic significance of this research shows an opportunity for the lecturer to increase students writing motivation in the classroom-based writing activity or in the other academic contexts.
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