Garuda - Garba Rujukan Digital

Godefridus Bali Geroda

Universitas Widya Gama Mahakam Samarinda

Author-ID : 3868162

Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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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.

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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