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All Journal JIKE : Jurnal Ilmu Komunikasi Efek Academic Journal Perspective : Education, Language, and Literature
Linda Linda
Department Of English Education, Universitas Swadaya Gunung Jati Cirebon
Languange, Linguistic, Communication & Media Social Sciences

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Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students Linda Linda; Ida Ri'aeni
JIKE: Jurnal Ilmu Komunikasi Efek Vol 1 No 2 (2018): JUNI
Publisher : Prodi Ilmu Komunikasi, FISIP, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jike.v1i2.156

Abstract

Abstract The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).
THE ANALYSIS OF PROBLEM BASED LEARNING (PBL) IN MICRO TEACHING COURSE TO FIT THE REQUIREMENT OF EFFECTIVE PRE-SERVICE TEACHERS Linda Linda; Apandi Apandi
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 2 (2019)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (752.709 KB) | DOI: 10.33603/perspective.v7i2.2652

Abstract

One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice.
The Use of Thematic Progression in Writing Hortatory Exposition Text Linda Linda; Maisa Maisa; Devi Mulatsih
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 5, No 2 (2017)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (709.963 KB) | DOI: 10.33603/perspective.v5i2.679

Abstract

The research entitled in “The Use of Thematic Progression in Writing Hortatory Exposition Text” is aimed at finding out the students’ activities in learning hortatory exposition text by using thematic progression patterns and finding out the level of students’ writing skill by using thematic progression patterns in learning hortatory exposition text. This research is expected to give contribution and some informations about the implementation of thematic progression patterns  in writing field, especially in hortatory exposition text. Thematic progression is a way to make a good text in term of good cohesion and coherent of text. It means that thematic progression will influence a content of text and it can be organized into a good organization of essay. There are three patterns of thematic progression used namely constant theme, linear theme, and split rheme. The result of this research shows that the use of thematic progression patterns in writing hortatory exposition text was effective. It can be shown by comparing result of pretest and posttest of exeperimental class. The average of pretest was 49,09 while the average of posttest was 76,16. It means that the students’ writing ability in posttest was improved than the pretest.  Based on the students’ documents in post-test of the experimental class, it can be summarized that most of students got the medium and high level. The medium level was the most achieved level with 84%, while the high level was 10%, and low level was 6%. In addition, most of students could pass the KKM (Kriteria Ketuntasan Minimal). Since The KKM for English in Senior High School is 75.Keywords: Hortatory text, Theme, Rheme, Thematic Progression
Co-Authors Apandi Apandi Devi Mulatsih ida riaeni, ida Maisa Maisa