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All Journal PUJANGGA: Jurnal Bahasa dan Sastra Akrab Juara : Jurnal Ilmu-ilmu Sosial
Ferdias Prihatna Sari
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Biochemistry, Genetics & Molecular Biology Chemistry Languange, Linguistic, Communication & Media Medicine & Pharmacology

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Journal : Akrab Juara : Jurnal Ilmu-ilmu Sosial

 1 
COMMUNICATION STRATEGY USED BY LOCAL GUIDE IN MUSEUM KESEJARAHAN JAKARTA Suwantica Kusumandari; Ferdias Prihatna Sari
Jurnal Akrab Juara Vol 6 No 2 (2021)
Publisher : Yayasan Akrab Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The objective of this paper focused to describe communication strategy used by local guide in museum kesejarahan jakarta, especially types of strategy in communication and the function of each strategy for the local guide to solving their problem on the museum. Communication strategy is the important things that the guide needed to build good conversation with the foreigners visitor there. The objective of this study are to find out the most dominant type of types of strategy in communication and the functions of each strategy when the guide faced the problem when guiding, the writer used descriptive qualitative method. The data is in the conversation. The data collection was done by collecting the data from observation and the conversation problem with each foreigners tourist. The writer analyzes some conversation that can be shown as the problem faced by the tour guide and it used theory by Marianne Celce Murcia in journal of Ekayati and Saniaty. It can be classified into 5 types of communication strategy. The dominant of those theory were interaction strategy.
THE EFFECTS OF TEACHING TECHNIQUES TOWARDS STUDENT’S READING SKILL AT VOCATIONAL HIGH SCHOOL IN SOUTH JAKARTA Ferdias Prihatna Sari
Akrab Juara : Jurnal Ilmu-ilmu Sosial Vol 7 No 4 (2022): November
Publisher : Yayasan Azam Kemajuan Rantau Anak Bengkalis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58487/akrabjuara.v7i4.1941

Abstract

The purpose of this study was to: determine the interactional effects of teaching technique towards student’s reading skill that was taught by role plays and filling information gap (both are communicative language teaching) to the students. The research method used was experimental one. Sample size of 60 students consisting of 30 for experimental class and 30 for control class taken from Vocational High School in South Jakarta, and the sampling technique used is cluster sampling. Research instruments used were the test to distinguish the effect of teaching techniques towards student’s reading skill in the form of oral test (5 items for scoring), that have been tested valid and reliable with coefficient of reliability at 0.839 and 0.705. The research uses two-ways ANOVA test. The result showed there is a significant effect of teaching technique towards student’s reading skill, as Fobserved = 95.553 > Ftable = 2.77 and Sig = 0.000 < 0.05. The results contribute most to the increasing of student’s reading skill.
THE ANALYSIS OF TEACHING VOCABULARY TO EFL THROUGH READING TESTS OF COLLEGE STUDENTS IN JAKARTA ferdias prihatna sari
Akrab Juara : Jurnal Ilmu-ilmu Sosial Vol 8 No 2 (2023): Mei
Publisher : Yayasan Azam Kemajuan Rantau Anak Bengkalis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58487/akrabjuara.v8i2.2074

Abstract

Teaching vocabulary in the English as a foreign language (EFL) context is challenging. Incidental vocabulary learning is limited due to a lack of second language (L2) input, and most words are learned through classroom instruction. Overall, research has shown marginal L2 vocabulary growth in many EFL situations. Such research indicates a need for a more effective and ef?cient approach to teaching vocabulary in the EFL context. This chapter discusses how to optimise vocabulary learning in the EFL context. It touches on the following questions: Which words should be taught? How should vocabulary be taught? How many words do EFL learners need to know? What should a vocabulary-learning programme include? How can vocabulary learning be fostered given limited classroom time? Which activities might be useful in indirect vocabulary learning?.
THE EFFECTS OF TEACHING TECHNIQUES TOWARDS STUDENT’S READING SKILL AT VOCATIONAL HIGH SCHOOL IN SOUTH JAKARTA Ferdias Prihatna Sari
Akrab Juara : Jurnal Ilmu-ilmu Sosial Vol. 7 No. 4 (2022): November
Publisher : Yayasan Azam Kemajuan Rantau Anak Bengkalis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58487/akrabjuara.v7i4.1941

Abstract

The purpose of this study was to: determine the interactional effects of teaching technique towards student’s reading skill that was taught by role plays and filling information gap (both are communicative language teaching) to the students. The research method used was experimental one. Sample size of 60 students consisting of 30 for experimental class and 30 for control class taken from Vocational High School in South Jakarta, and the sampling technique used is cluster sampling. Research instruments used were the test to distinguish the effect of teaching techniques towards student’s reading skill in the form of oral test (5 items for scoring), that have been tested valid and reliable with coefficient of reliability at 0.839 and 0.705. The research uses two-ways ANOVA test. The result showed there is a significant effect of teaching technique towards student’s reading skill, as Fobserved = 95.553 > Ftable = 2.77 and Sig = 0.000 < 0.05. The results contribute most to the increasing of student’s reading skill.
THE ANALYSIS OF TEACHING VOCABULARY TO EFL THROUGH READING TESTS OF COLLEGE STUDENTS IN JAKARTA ferdias prihatna sari
Akrab Juara : Jurnal Ilmu-ilmu Sosial Vol. 8 No. 2 (2023): Mei
Publisher : Yayasan Azam Kemajuan Rantau Anak Bengkalis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58487/akrabjuara.v8i2.2074

Abstract

Teaching vocabulary in the English as a foreign language (EFL) context is challenging. Incidental vocabulary learning is limited due to a lack of second language (L2) input, and most words are learned through classroom instruction. Overall, research has shown marginal L2 vocabulary growth in many EFL situations. Such research indicates a need for a more effective and ef?cient approach to teaching vocabulary in the EFL context. This chapter discusses how to optimise vocabulary learning in the EFL context. It touches on the following questions: Which words should be taught? How should vocabulary be taught? How many words do EFL learners need to know? What should a vocabulary-learning programme include? How can vocabulary learning be fostered given limited classroom time? Which activities might be useful in indirect vocabulary learning?.
Co-Authors Rika Virtianti Suwantica Kusumandari Yuliasari, Ria