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<![CDATA[PENGGUNAAN VIDEO TUTORIAL UNTUK MENINGKATKAN KEMAMPUAN BERBICARA BAHASA INGGRIS MAHASISWA SEKOLAH TINGGI ELEKTRONIKA DAN KOMPUTER (STEKOM) SEMARANG ]]>
<![CDATA[Tyas, Novita Kusumaning]]>
<![CDATA[ PIXEL Vol 8, No 1 (2015) ]]>
Publisher : <![CDATA[STEKOM ]]>
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DOI: 10.2013/pxl.v8i1.160
<![CDATA[Perkembangan teknologi telah merambah dunia pendidikan (learning). Berbagai macam media pembelajaran juga meningkat seiring dengan perkembangan teknologi saat ini. Video adalah gambar-gambar dalam frame di mana frame demi frame diproyeksikan melalui lensa proyektor secara mekanis sehingga pada layar terlihat gambar itu hidup. Media ini pada umumnya digunakan untuk tujuan hiburan, dokumentasi, dan pendidikan. Video dapat menyajikan informasi, memaparkan proses, menjelaskan konsep-konsep yang rumit, mengajarkan keterampilan, menyingkat atau memperpanjang waktu, dan mempengaruhi sikap. Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan berbicara bahasa inggris mahasiswa dengan menggunakan video tutorial sebagai media pembelajaran. Hasil penelitian ini menunjukkan bahwa kemampuan berbicara bahasa inggris mereka meningkat dengan penggunaan video tutorial sebagai media pembelajaran. Video tutorial ini membantu memvisualisasikan isi dari video tersebut. Kata kunci : Video tutorial, kemampuan berbicara bahasa inggris]]>
<![CDATA[PENGGUNAAN VIDEO TUTORIAL UNTUK MENINGKATKAN KEMAMPUAN BERBICARA BAHASA INGGRIS MAHASISWA SEKOLAH TINGGI ELEKTRONIKA DAN KOMPUTER (STEKOM) SEMARANG ]]>
<![CDATA[Tyas, Novita Kusumaning]]>
<![CDATA[ JURNAL ILMIAH KOMPUTER GRAFIS Vol 8, No 1 (2015) ]]>
Publisher : <![CDATA[JURNAL ILMIAH KOMPUTER GRAFIS ]]>
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<![CDATA[Perkembangan teknologi telah merambah dunia pendidikan (learning). Berbagai macam media pembelajaranjuga meningkat seiring dengan perkembangan teknologi saat ini. Video adalah gambar-gambar dalam frame di manaframe demi frame diproyeksikan melalui lensa proyektor secara mekanis sehingga pada layar terlihat gambar itu hidup.Media ini pada umumnya digunakan untuk tujuan hiburan, dokumentasi, dan pendidikan. Video dapat menyajikaninformasi, memaparkan proses, menjelaskan konsep-konsep yang rumit, mengajarkan keterampilan, menyingkat ataumemperpanjang waktu, dan mempengaruhi sikap. Tujuan dari penelitian ini adalah untuk meningkatkan kemampuanberbicara bahasa inggris mahasiswa dengan menggunakan video tutorial sebagai media pembelajaran. Hasil penelitianini menunjukkan bahwa kemampuan berbicara bahasa inggris mereka meningkat dengan penggunaan video tutorialsebagai media pembelajaran. Video tutorial ini membantu memvisualisasikan isi dari video tersebut.Kata kunci : Video tutorial, kemampuan berbicara bahasa inggris]]>
<![CDATA[CODE SWITCHING IN DISCUSSION ACTIVITIES IN ENGLISH CLASS ]]>
<![CDATA[Tyas, Novita Kusumaning]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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<![CDATA[This study is aimed to find out the types and to explain the function of code switching which are produced in discussion activities in English class. Qualitative approach is used in this study. The result showed that the total number of code switching made by twelve students in discussion activities was 165 utterances. Based on grammatical classification, it was found 77 utterances or 46,67% for inter-sentential, 61 utterances or 36,97% for intra-sentential and 27 utterances or 16,36% for tag-switching. Based on contextual classification, it was found 106 utterances or 64,24% for situational and 59 utterances or 35, 76% for metaphorical. The function of code switching was often used by the students was emphasis the meaning of utterances. It holds 45 utterances or 27,27% from all utterances. Finally, it can be concluded that code switching cannot be avoided because basically they are not students who take English as their major so they lack of English and also code switching happened in order to make understandable meaning among them.]]>
<![CDATA[Enhancing Students Speaking Skills by Making Video Youtube TUTORIAL AS PROJECT BASED LEARNING ]]>
<![CDATA[Novita Kusumaning Tyas]]>;
<![CDATA[Nining Fitriani]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 2 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v9i2.2262
<![CDATA[The aims of this study were to know how effective of making video tutorial as project-based learning to improve students speaking skills and to know the student’s attitude toward project-based learning. This study employed mix method design, both qualitative and quantitative research design. The researcher used purposive sampling. The selection was based on the characteristics of the population and the purpose of the study. The subjects were 30 students of informatics management program. The result of this study showed that the mean score of experimental group was higher than control group. The pronunciation aspect, the mean of experimental group got score 81.3 and in control group got score 75.07. In grammar aspect the mean score of experimental group was 80.9 and in control group was 73.63. The mean score of experimental group in vocabulary aspect was 81.4 and the control group was 74.5. The last aspect was fluency, the mean score in experimental group was 80.9 and in control group was 75.03. From the students attitudes also showed good effect toward implementation of project-based learning in improving students’ speaking skill.]]>
<![CDATA[Code Switching in Discussion Activities in English Class ]]>
<![CDATA[Novita Kusumaning Tyas]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles journal.v4i1.1797
<![CDATA[This study is aimed to find out the types and to explain the function of code switching which are produced in discussion activities in English class. Qualitative approach is used in this study. The result showed that the total number of code switching made by twelve students in discussion activities was 165 utterances. Based on grammatical classification, it was found 77 utterances or 46,67% for inter-sentential, 61 utterances or 36,97% for intra-sentential and 27 utterances or 16,36% for tag-switching. Based on contextual classification, it was found 106 utterances or 64,24% for situational and 59 utterances or 35, 76% for metaphorical. The function of code switching was often used by the students was emphasis the meaning of utterances. It holds 45 utterances or 27,27% from all utterances. Finally, it can be concluded that code switching cannot be avoided because basically they are not students who take English as their major so they lack of English and also code switching happened in order to make understandable meaning among them.]]>
<![CDATA[English Needs Analysis for Sharia Bank Employees ]]>
<![CDATA[Novita Kusumaning Tyas]]>;
<![CDATA[Athiya Salwa]]>
<![CDATA[ English Language in Focus (ELIF) Vol 4, No 1 (2021): English Language in Focus (ELIF) ]]>
Publisher : <![CDATA[English Department, Faculty of Education, Universitas Muhammadiyah Jakarta ]]>
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DOI: 10.24853/elif.4.1.33-40
<![CDATA[The purpose of this study was to look into the English needs of Sharia bank employees in Semarang, Central Java. Qualitative research was used as the design research of this research. The subject of this research was 30 bank employees in one sharia bank in Semarang. Research data was collected by using interviews and questionnaires. The result of this research showed that: (1) Speaking and listening skills are more needed in their work especially as customer service than reading and writing skills; (2) Sharia bank employees also need English material especially in the terms of banking, accounting, and also computer programs. The employees need more about special terms relate to their jobs. Besides that, they also need skills in writing business correspondence for back-office positions. ]]>
<![CDATA[Students’ Attitude Towards Small Group Discussion In Reading Comprehension ]]>
<![CDATA[Novita Kusumaning Tyas]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Scholastic Vol 3 No 3 (2019): Jurnal Ilmiah Pendidikan Scholastic ]]>
Publisher : <![CDATA[Fakultas Sastra Universitas Ekasakti ]]>
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DOI: 10.36057/jips.v3i3.377
<![CDATA[In this globalization era, English becomes an important language that has to be mastered by all people around the world. There are four skills of English language; listening, speaking, reading, writing. All of the skills is important and integrated each other. Almost all activity in the classroom has relationship with reading. As stated in Sukirah Kustaryo (1998) “Reading is a process of making sense of written text through meaningful interpretation in relation to reader’s use of text and experimental/conceptual background for concept of written language, story structure, purpose and content of what is read”. Reading comprehension is a skill in reading. The reader cannot get information without comprehending the text. Desciptive research was applied in this research. The object of this study is 30 students from management informatics department who take English 1 class. Observation and surveys were used as data collection in this study. The result above showed that not all the students have a positive attiude towards discussion activity in reading comprehension. A small number of them, about 2.34%, have a negative attitude towards it. The intelligence affects their comprehension in reading a text. They comprehend the text easier than other.]]>
<![CDATA[Students' Perception on Self-Directed Learning (SDL) in Learning English by Using Youtube Video ]]>
<![CDATA[Novita Kusumaning Tyas]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v10i2.3208
<![CDATA[The dependency of the teachers' role in the teaching learning process carried out by the students is one of the crucial problems in Indonesia. On the other hand, in this digital age, independence is needed for students. Students who only depend on the teacher in the class will be left behind and make slower progress in their learning achievement. Classroom time is limited, so learners are encouraged to take responsibility for their own learning and to learn independently beyond the classroom. This is called self-directed learning (SDL). This study aims at describing the students’ perception on Self- Directed Learning (SDL) in learning English by using Youtube Video. The method used in this study is descriptive qualitative research. The participant of this study is third- semester students of the Informatics Management Program in Stekom University Semarang. The data were collected by using a questionnaire. The findings showed that most of the students enjoy in implementation of SDL in learning English but they still need tutor in their learning process.]]>
<![CDATA[The Ultilization of Flipgrid Application to Strengthen Students' English Speaking Performance Perspective ]]>
<![CDATA[Tyas, Novita Kusumaning]]>;
<![CDATA[Intes, Amina]]>;
<![CDATA[Barroso, Uwe]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i1.628
<![CDATA[There are four skills that students must achieve in learning English, namely speaking, listening, writing and reading. Making presentations in English is a common thing to do in English classes. The ability to speak in this case is very necessary, but in reality students have limited opportunities to practice English. Flip grid application is one of the applications that can be utilised to improve English speaking skills. This study aims to find students' perspectives on the use of flipgrid application to improve English speaking skills. This research uses descriptive quantitative method. The results of this study can be seen in the responses given by students to the flipgrid application. Students gave good responses to the use of flipgrid in improving pronunciation skills, grammar, vocabulary, practising expressions, as well as the psychological benefits of using flipgrid. The students also showed a very good response to the benefits of the features in the flipgrid application. These features can certainly encourage the improvement of students' English speaking skills. This is also indicated by the excellent response from students to the benefits of flipgrid in improving English speaking skills.]]>
<![CDATA[Exploring Students’ Perception of EFL on the Use of ChatGPT to Complete the English Writing Task ]]>
<![CDATA[Salwa, Athiyah]]>;
<![CDATA[Tyas, Novita Kusumaning]]>
<![CDATA[ Berumpun: International Journal of Social, Politics, and Humanities Vol 7 No 1 (2024): Berumpun: International Journal Of Social, Politics, and Humanities ]]>
Publisher : <![CDATA[Faculty of Social and Political Sciences University of Bangka Belitung ]]>
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DOI: 10.33019/berumpun.v7i1.186
<![CDATA[Like other AI technologies, ChatGPT is built to process questions with natural, human-like answers. Since its inception, ChatGPT has drawn a lot of pros and cons because it is widely used in the field of education and is considered to reduce the credibility of higher education. This study will describe and explore the perceptions of the use of ChatGPT by students in a descriptive quantitative manner. The participants in this study were students who attended English classes. They came from three different universities with a total of 150 respondents and a sample of 36 students. The instrument used was a questionnaire using a Likert scale. In addition, there are two additional questions to explore the reasons and suggestions of students on the use of ChatGPT. Questions are divided into three components. The first is whether ChatGPT increases students' learning motivation, the second is whether ChatGPT has features that are easy to access, and the last is whether ChatGPT can improve student performance and learning outcomes. The results of this study show that 62% of students agree that ChatGPT can increase student learning motivation because it provides insight into English Writing Skill classes. A total of 76% of students think that ChatGPT has features that are easy to use. Finally, 60% of students were able to improve student learning outcomes and performance in the English Writing Skill class.]]>
