Garuda - Garba Rujukan Digital

What are the functions of discourse markers uh & um? Darius Yonatan Nama
Prominent Vol 4, No 2 (2021): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v4i2.6169

Abstract: This paper examines the function of uh and um in spontaneous speaking by an English native speaker which focuses on the analysis of the function of delay markers in conversation particularly in answering questions spontaneously. The data was collected from an interview with an English native speaker as the participant, a male Australian postgraduate student of an Australian university. The utterances in the transcript were analyzed applying the conversation analysis method. It is found that there are some functions of uh and um in the participant’s speech such as; looking for the answer by repeating the question, searching for words, changing the structure of the sentence after pausing, keeping the floor, deciding what to say next, pausing in his long answer and pausing in his first utterance, repeating the question before answering it and ceding the floor.

THE MOST EFFECTIVE ENGLISH TEACHING METHODS IN RURAL SCHOOLS Darius Yonatan Nama; Christmas Prasetia Ate
Jurnal As-Salam Vol. 6 No. 2 (2022): Jurnal As-Salam
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/assalam.v6i2.381

Effective teaching methods in many contexts are still a concern when it comes to teaching English as a foreign language in Indonesia. It relates to a lack of English proficiency. Even after six years of formal language learning, students can still not acquire productive English abilities such as speaking and writing. This study's main objective is to find the English teachers' perspectives concerning the most effective teaching methods in rural schools throughout four districts, Malaka, Kupang, Timor Tengah Utara, and Timor Tengah Selatan. The mixed-method was administered through a questionnaire, data collected from 26 English teachers at Senior High School who met the criteria. In addition, eight respondents were interviewed to learn how to apply effective methods. The most effective methods of teaching English in rural areas include Suggestopedia, Audio-Lingual Method, Communicative Language Teaching, and Task-Based Language Teaching.

DISPARITAS MEDIA PEMBELAJARAN PADA ERA DIGITALISASI PENDIDIKAN DI WILAYAH PERBATASAN RI-RDTL (REFLEKSI PEMBELAJARAN ONLINE DAERAH PERBATASAN) Darius Yonatan Nama; FEMBERIANUS SUNARIO TANGGUR
Jurnal Pendidikan Teknologi Informasi (JUKANTI) Vol 5 No 2 (2022): Jurnal Pendidikan Teknologi Informasi (JUKANTI) Edisi Nopember 2022
Publisher : Program Studi Pendidikan Informatika, Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/jukanti.v5i2.797

The purpose of the study was to determine the disparity in the use of learning media and the barriers to the digitalization of learning media programs in the border areas of Indonesia and RDTL. The research approach is qualitative with descriptive method. Research informants are principals, teachers and students. Data collection techniques using observation, interviews, document studies, questionnaires. The data analysis technique consists of 3 flow of activities carried out simultaneously, namely data reduction, data presentation and conclusion drawing/verification. The result of the research is that from a total of 17 border area schools with a total of 143 teachers, 122 teachers (85%) did not use digital-based learning media, while 21 teachers (15%) used digital-based learning media. The inhibiting factors for the use of digital-based learning media in border areas are, First, the development of technology-based infrastructure that has not been evenly distributed in the RI-RDTL border area. Second, the absence of free internet access for border area communities has an impact on the availability of internet quotas for teachers and students in carrying out online learning activities. Third, the low knowledge of teachers in managing online learning activities such as the use of digital-based learning media.

THE MOST EFFECTIVE ENGLISH TEACHING METHODS IN RURAL SCHOOLS Darius Yonatan Nama; Christmas Prasetia Ate
Jurnal As-Salam Vol. 6 No. 2 (2022): Jurnal As-Salam
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/assalam.v6i2.381

Effective teaching methods in many contexts are still a concern when it comes to teaching English as a foreign language in Indonesia. It relates to a lack of English proficiency. Even after six years of formal language learning, students can still not acquire productive English abilities such as speaking and writing. This study's main objective is to find the English teachers' perspectives concerning the most effective teaching methods in rural schools throughout four districts, Malaka, Kupang, Timor Tengah Utara, and Timor Tengah Selatan. The mixed-method was administered through a questionnaire, data collected from 26 English teachers at Senior High School who met the criteria. In addition, eight respondents were interviewed to learn how to apply effective methods. The most effective methods of teaching English in rural areas include Suggestopedia, Audio-Lingual Method, Communicative Language Teaching, and Task-Based Language Teaching.

Nursing Students’ Perceptions of English Online Learning Darius Yonatan Nama; Viktorius P. Feka; Novitha Shandra J. Neno
Journal of Digital Learning and Education Vol. 3 No. 2 (2023): AUGUST
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v3i2.808

This study aimed to explore the perceptions of fourth-semester students of the nurse study program regarding the online learning process for the English nursing course, along with the obstacles encountered and potential solutions to solve the obstacles. The questions of this study are; what are the perceptions of fourth-semester students in the nursing study program regarding the online learning process for the English nursing subject, what are the obstacles encountered in the online learning of the nursing English subject and what are the potential solutions to overcome these challenges? The research utilized a mixed-methods research method by administering questionnaires to all participants and interviewing 5 of them to collect data. The participants were selected by applying purposive sampling in choosing one out of two classes. There are 42 nursing students who actively participated in the English nursing course were chosen to become the participants of this study. The result shows that the students generally held positive perceptions of online learning in the Nursing English subject during the Covid-19 pandemic. They considered the utilization of online methods for teaching the subject to be acceptable and acknowledged the value of online learning as a viable alternative, particularly in the context of the pandemic. They also recognized that online learning had significant merits in the field of education, particularly when faced with obstacles such as the Covid-19 pandemic. Several obstacles were identified, including limitations in the interaction between teachers and students, inadequate network connectivity, the internet quota is limited due to financial aspects, substandard quality of mobile devices, minimal engagement during the lectures, causing adverse effects on students’ eye health, inadequate internal device memory, challenging in understanding the subject matter and limited monitoring of students. To address these, recommendations include: providing clear and structured materials, improving technical support, integrating interactive elements, balancing assignments with explanations, encouraging time management, creating engaging content, facilitating peer interactions, ensuring content accessibility, and establishing clear communication channels. These strategies mitigate challenges, ensuring a seamless learning experience that fosters holistic growth. In essence, this study underscores the significance of overcoming obstacles and implementing effective strategies to create a robust and supportive online learning environment for fourth-semester nursing students in the English nursing course.

DISPARITAS MEDIA PEMBELAJARAN PADA ERA DIGITALISASI PENDIDIKAN DI WILAYAH PERBATASAN RI-RDTL (REFLEKSI PEMBELAJARAN ONLINE DAERAH PERBATASAN) Darius Yonatan Nama; FEMBERIANUS SUNARIO TANGGUR
Jurnal Pendidikan Teknologi Informasi (JUKANTI) Vol 5 No 2 (2022): Jurnal Pendidikan Teknologi Informasi (JUKANTI) Edisi Nopember 2022
Publisher : Program Studi Pendidikan Informatika, Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/jukanti.v5i2.797

The purpose of the study was to determine the disparity in the use of learning media and the barriers to the digitalization of learning media programs in the border areas of Indonesia and RDTL. The research approach is qualitative with descriptive method. Research informants are principals, teachers and students. Data collection techniques using observation, interviews, document studies, questionnaires. The data analysis technique consists of 3 flow of activities carried out simultaneously, namely data reduction, data presentation and conclusion drawing/verification. The result of the research is that from a total of 17 border area schools with a total of 143 teachers, 122 teachers (85%) did not use digital-based learning media, while 21 teachers (15%) used digital-based learning media. The inhibiting factors for the use of digital-based learning media in border areas are, First, the development of technology-based infrastructure that has not been evenly distributed in the RI-RDTL border area. Second, the absence of free internet access for border area communities has an impact on the availability of internet quotas for teachers and students in carrying out online learning activities. Third, the low knowledge of teachers in managing online learning activities such as the use of digital-based learning media.

Title

Found 6 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 6 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 6 Documents
Search