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GLOBAL: Journal of Language and Humanity Education
Published by Sekolah Tinggi Keguruan dan Ilmu Pendidikan Paracendekia NW Sumbawa
ISSN : -     EISSN : 30259205     DOI : 10.66355
Core Subject : Education,
Languange, Linguistic, Communication & Media
GLOBAL: Education Language and Humanity Journal is a peer-reviewed academic journal founded by the Paracendekia NW Sumbawa Teacher Training and Education College (STKIP), and published every August and February, with the first publication in August 2023. The journal is published in English English. This journal focuses on the fields: Education Language and humanities.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2024): February 2024" : 7 Documents clear
ENHANCING READING INSTRUCTION WITH RECIPROCAL TEACHING: A FOCUS ON TECHNOLOGY INTEGRATION Kurniawan Arif Maspul
GLOBAL: Education Language and Humanity Journal Vol. 1 No. 2 (2024): February 2024
Publisher : STKIP Paracendekia NW Sumbawa

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

Abstract

The article highlights the importance of reciprocal teaching as a successful educational technique for improving reading abilities. Reciprocal teaching is an interactive strategy in which students act as instructors while using fundamental reading strategies like anticipating, clarifying, questioning, and summarizing. This adaptive strategy benefits students of all ages by improving essential reading abilities and comprehension skills; encourages active involvement, collaborative discussions, critical thinking, and interpretation, equipping students to confront complicated literary works and engage in intellectual debates. The study significantly supports the effectiveness of reciprocal instruction in enhancing reading comprehension, especially among struggling readers. Implementing reciprocal teaching requires a systematic method, with teachers gradually delegating responsibilities to students while modelling strategies. Integrating technology tools such as digital storytelling, virtual book clubs, and online collaboration platforms improves reciprocal teaching by adapting to different learning styles and keeping it relevant in the digital age. Educators who embrace reciprocal teaching can actively engage children, build critical thinking abilities, and instil a love of reading, ultimately contributing to a comprehensive and inclusive literacy program.
INTRODUCTION TO ROKAT PAKARANGAN CULTURE THROUGH GUIDED LEARNING, READING, INTERPRETING, UNDERSTANDING AND APPLYING Abd Azis; Agus Wahdian; Salamet Wahedi; Hodairiyah Hodairiyah; Siti Arifah
GLOBAL: Education Language and Humanity Journal Vol. 1 No. 2 (2024): February 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/1j8qxb71

Abstract

The object of introducing culture or tradition (rokat Pakarangan) is one of the natural riches that we should be proud of and grateful for. Every place in Sumenep has its own culture and traditions, and each culture or tradition has its uniqueness. Even though the Aeng Panas village government has declared Aeng Panas local culture or traditions as native regional culture, there are still no significant results because there are still many obstacles. Aeng Panas has many local cultures and traditions. However, many students and teenagers still need to learn about it through the Guided, Reading, Interpreting, Understanding, and Applying (DM4) learning approach or model. Many results were obtained. One of them is that the culture or traditions in Aeng Panas village will grow and continue to be preserved by teenagers or students for several years. The expected benefits of this research are that it can help the local village government introduce the culture or tradition of Rokat Pakarangan to achieve the goal of teaching and preserving it. The method used in this research is a survey method to carry out observations and studies. The result of this research is to know the introduction of the culture or traditions of the Aeng Panas rokat Pakarangan through a guided learning approach or model, reading, interpreting, understanding and applying (DM4).
AN ANALYSIS OF THE LEADERSHIP VALUES, MESSAGES AND TYPES IN THE MOVIE “FURY” BY DAVID AYER Iradatul Akbar; Iwan Jazadi
GLOBAL: Education Language and Humanity Journal Vol. 1 No. 2 (2024): February 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/a8vsfz60

Abstract

This research focused on analyzing the leadership in the movie “Fury”. This research aimed to describe the leadership values, messages, and types in the movie. This research applied descriptive qualitative method. The object of this research was the movie “Fury” by David Ayer. The data were analyzed using content or document analysis. The findings of this research include the following. First, the leadership values in the movie “Fury” include being physically strong, purposeful, enthusiastic, friendly, affectionate, consistent, technically skilled, decisive, intelligent, and faithful. Second, leadership messages in the movie are performing orders, sacrifice, facing any problems, firmness, striving to the end and no giving up in any circumstances. Third, the type of leadership contained in the movie is charismatic.
THE IMPACTS OF THE USE OF EDUCATIONAL TECHNOLOGY IN LEARNING ENGLISH IN THE POST PANDEMIC ERA: A CASE AT STKIP PARACENDEKIA NW SUMBAWA Warda Martia; solihin
GLOBAL: Education Language and Humanity Journal Vol. 1 No. 2 (2024): February 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/v7jb1n38

Abstract

Around the beginning of 2022, the Indonesian government implemented the new normal era as the sign of the end of Covid-19 gradually. However, the activities of the Indonesian people as a whole did not return to normal as usual. For example, in the education sector, especially in STKIP Paracendekia NW Sumbawa, it continued to apply Blended Learning System (BLS) in the learning process at the institution. Therefore, it was needed to conduct a research to know the impact of using educational technology in the post-pandemic learning process at STKIP Paracendekia NW Sumbawa as a basis for consideration in policy making at the institution. The purposes of the study were: 1) To identify what kind of educational technology is used to learn English in the post pandemic era; 2) To find out how those educational technologies are applied; and 3) To reveal the impacts of using educational technologies for learning English in the post-pandemic era. This research was conducted by using qualitative method. By this method, the purposive-sampling technique was used to determine the research subjects (4 participants). The techniques of data collection used triangulation-technique (observation, interview, and documentation) which were analyzed by reduction, display, and conclusion drawing and verification. Based on the results of the data analysis, there were various educational technologies (are LMS or Moodle, Zoom, Whatsapp, KAHOOT, and Quizess) that were applied at STKIP Paracendekia NW Sumbawa which were applied by combining them comprehensively instead of partially. The impact of educational technologies for lecturer generally has more positive sigificances than the negative ones. Meanwhile, for students, the educational technologies have various impacts which depend on the student’s ability and the situation
IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH TEXT PROJECT FOR THE SEVENTH GRADE STUDENTS OF MTS. AL-MAJIDIYAH NW SUMBAWA Mayang Sari; IGA Widari; Solihin
GLOBAL: Education Language and Humanity Journal Vol. 1 No. 2 (2024): February 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/6fkh7k26

Abstract

This research was aimed at investigating whether “text project” if it could improve the vocabulary mastery of the students of the seventh grade of MTs. Al-Majidiyah NW and finding out how “text project” could improve their vocabulary mastery. The subjects of this research were the seventh grade students of MTs. Al-Majidiyah NW Sumbawa. There were 25 students in the class. In conducting this research, classroom action research (CAR) was applied. There were two cycles in this research which were carried out in four steps, namely planning, acting, observing, and reflecting. The data were gained through observation, documentation, and test. To analyze the data, qualitative and quantitative methods were used. Qualitative method was used to analyze the observation and documentation data. Meanwhile, the quantitative method was used to analyze the data obtained through the test. The results of the observation, documentation, and test showed that “text project” could improve the students’ vocabulary mastery. The test result in cycle I showed that the research was not successful as the classroom performance criterion that was achieved was only 72% which was still below the determined criterion (85%). After fixing and replanning some parts in cycle I, the results in cycle II, demonstrated “successful” achievement. This was because the classical performance criterion that was reached was 88%, which was already above the required criterion (85%). In other words, the improvement was 16%. Therefore, the action hypothesis of this research was accepted, that “text project does improve the students’ vocabulary mastery”.
ENGLISH LEARNING STRATEGIES OF STUDENTS WITH A BOARDING SCHOOL BACKGROUND Abdurrohim; IGA Widari
GLOBAL: Education Language and Humanity Journal Vol. 1 No. 2 (2024): February 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/ww355n26

Abstract

This study aims to investigate the English learning strategies of students both when they were still studying at Islamic boarding schools and when they studied at STKIP Paracendekia NW Sumbawa. This study used descriptive qualitative method. In collecting data, the researchers used observation and interview techniques. Data analysis used three data analysis techniques, namely; data reduction, data presentation, and conclusion drawing. The results of the study showed that there are seven English learning strategies that students used when they were still studying at Islamic boarding schools, namely memorizing vocabulary, practicing English, studying tenses, learning to make sentences, learning to read sentences, learning to make speeches, and taking English courses. On the other hand, when they were studying in college, the researchers found ten strategies used by students in learning English, namely memorizing vocabulary, practicing English, studying tenses, learning to make sentences, learning to read sentences, listening to songs and watching videos in English, making groups, English conversation, hanging out with friends who were good at English, and following English-based channels
AN ANALYSIS OF LOCUTIONARY SPEECH ACT OF ANTAGONIST MAIN CHARACTER IN THE BAD SEED MOVIE BY ROB LOWE Satria Yanti; Irfan Hamonangan Tarihoran
GLOBAL: Education Language and Humanity Journal Vol. 1 No. 2 (2024): February 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/at6d0e97

Abstract

This study aims to describe the forms of locutionary speech acts used by the main antagonist in “The Bad Seed” movie and the components that influence the speech acts used by the antagonist main character. This research uses a qualitative method with a descriptive approach. Then, the data source in this study is “The Bad Seed” movie. This research focuses on the forms of locutionary speech acts and the components influencing the speech acts used by the main antagonist in “The Bad Seed” movie. Meanwhile, data collection techniques are documentation, observation, and transcription. Then, data analysis techniques are data reduction, data display, and conclusion drawing or verifying. The results showed two findings. Firstly, the total number of utterances of the main antagonist in “The Bad Seed” movie is 179 utterances, with the following division: declarative utterances are 101 (66.9%) utterances, interrogative 39 (25.8%) and imperatives are 11 (7.3 %). %) speech. From the three forms of locutionary speech acts used by the main antagonist in “The Bad Seed” movie, the declarative form is the most widely used and the imperative form is the least used by the antagonist main character in his conversation. Secondly, the components behind the speech acts of the main antagonist are setting and scene, participants, ends, action sequences, key, instrumentalities, norms of interaction, and genre

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