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All Journal AKSARA: Jurnal Bahasa dan Sastra
Hery Yufrizal
Department of Language and Arts Education Faculty of Teacher Training and Education The University of Lampung
Arts Humanities Education Languange, Linguistic, Communication & Media

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Aplikasi content language integrated learning (CLIL) berbasis proyek terhadap peningkatan kemampuan berbahasa Inggris mahasiswa Hery Yufrizal
Aksara: Jurnal Bahasa dan Sastra Vol 21, No 2 (2020): AKSARA: Jurnal Bahasa dan Sastra
Publisher : Universitas Lampung

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Abstract

Penelitian ini bertujuan untuk mengkaji  dan menginventarisasi faktor-faktor apa saja yang mendukung atau menghambat pembelajaran Bahasa Inggris melalui Pendekatan Content Language Integrated Learning berbasis projek pada MKU Bahasa Inggris di perguruan tinggi di Lampung. Penelitian ini berorientasi pada pengembangan produk dimana proses pengembangannya dideskripsikan seteliti mungkin dan produk akhirnya dievaluasi. Hasil penelitian menjukukan bahwa program CLIL berbasis projek pada mata kuliah bahasa Inggris di beberapa program studi di FKIP Unila dapat berjalan dengan baik. Hal ini terbukti dari pelaksanaan keseluruhan kegiatan program dari pelaksanaan pembentukan kelompok, mahasiswa bekerja dalam kelompok untuk menyelesaikan proyek dengan baik. Kegiatan presentasi kelompok dalam bahasa Inggris, presentasi pribadi dan tanggapan mahasiswa terhadap semua aktivitas menunjukkan hasil yang positif. dx.doi.org/10.23960/aksara/v21i2.pp169-184 
PENGARUH GAYA BELAJAR DAN WAKTU BELAJAR SISWA DI LUAR KELAS TERHADAP PRESTASI BAHASA INGGRIS DI SMP SE- KABUPATEN TULANG BAWANG Hery Yufrizal
Aksara: Jurnal Bahasa dan Sastra Vol 16, No 1 (2015): Jurnal Aksara
Publisher : Universitas Lampung

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Abstract

The study aims at finding out the influence of students learning styles and their time to learn English outside classroom on the students English achievement at junior high schools of Tulang Bawang Regency in Lampung Province. The number students recruited as the sample for the study was 1038 and the number of teachers recruited as the sample was 70 teachers. The data for students learning styles were gained through a questionnaire which resulting students learning style categories of: a) communicative, b) concrete, authority-oriented, d) analytic, and e). undecided. For students time learning outside classroom was gained through a questionnaire resulting students who learn: a) less than an hour a day, b) 1-2 hours a day, c) 2-3 hours a day, d) 3-4 hours a day and e) more than four hours a day. The results show that there is no significant influence of students learning styles on their achievement of English subject. Students spending time learning English outside classroom has a significant effect on their English achievement. The average score of students who spent more than four hours a day had the highest score, followed by students who spent 2-3 hours a day. The lowest score was gained by the students who spent less than one hour a day learning English outside classroom.Key word: learning styles, time spent learning English outside classroom, English achievement
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