scholarly journals Efektifitas Penggunaan Mukashi Banashi Untuk Meningkatkan Kompetensi Berbahasa Jepang

KIRYOKU ◽  
2020 ◽  
Vol 4 (1) ◽  
pp. 26-33
Author(s):  
Sri Wahyu Istana Trahutami
Keyword(s):  
Language Learning ◽  
Fairy Tales ◽  
Qualitative Method ◽  
Language Skills ◽  
Learning Methods ◽  
Reading And Writing ◽  
Descriptive Qualitative

Penelitian ini menggunakan metode deskriptif kualitatif yang bertujuan untuk mendeskripsikan bagaimana penggunaan dongeng atau mukashibanasi dalam belajar Bahasa Jepang. Dalam pembelajaran Bahasa, empat keterampilan berbahasa baik mendengar, berbicara, membaca, maupun menulis harus diajarkan secara terpadu, tidak terlepas antara satu dengan lainnya.. Melalui metode dan strategi pembelajaran yang tepat dongeng dapat menjadi sarana melatih  keterampilan berbahasa. Dongeng juga dapat digunakan pada berbagai aktifitas kelas dokkai, choukai, kaiwa, dan sakubun.This research uses descriptive qualitative method which aims to describe how to use fairy tales or mukashibanasi in learning Japanese. In language learning, four language skills both listening, speaking, reading, and writing must be taught in an integrated manner, not separated from one another. Through appropriate learning methods and strategies, fairy tales can be a means of practicing language skills. Fairy tales can also be used in a variety of dokkai, choukai, kaiwa and sakubun class activities. 

scholarly journals Pengembangan Bahasa Anak Usia Dini Melalui Metode Bercerita Di Lembaga Paud Meraje Gune

2021 ◽  
Vol 2 (2) ◽  
pp. 181-197
Author(s):  
Supian Azhari
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Language Development ◽  
Language Learning ◽  
Language Skills ◽  
Early Age ◽  
Learning Methods ◽  
Asking Questions ◽  
Descriptive Qualitative

Early Childhood Language Development Through Storytelling Method at Meraje Gune PAUD Institution. This paper will explore the methods used in learning to develop early childhood language skills at the Meraje Gune PAUD Institution. The focus of this research will be on how to develop language at an early age by using the storytelling method in improving language skills at an early age. The study uses descriptive qualitative research where one of the studies that describes the findings or results in the field, observes and analyzes what is in the research. The results of this study indicate that, early childhood language learning using methods that can develop the potential of early childhood language. In fact, the influence of learning methods in developing children's language skills is by opening access to improve children's language skills, seeing from starting to speak, never feeling shy in asking questions, being active in various fields, namely storytelling, singing and being a leader in class.

scholarly journals Verbal Arabic Mistakes of Ustadz in Conveying the Materials of Islamic Preaching/Kesalahan Ustaz dalam Bahasa Arab Verbal pada Penyampaian Materi Dakwah Islam

2021 ◽  
Vol 5 (1) ◽  
pp. 39
Author(s):  
Muhamad Agus Mushodiq ◽  
Muhammad Syaifullah ◽  
Dian Risky Amalia ◽  
Nailul Izzah ◽  
Bety Dwi Pratiwi
Keyword(s):  
Social Media ◽  
Qualitative Method ◽  
Language Skills ◽  
Arabic Language ◽  
Separate Analysis ◽  
Primary Language ◽  
Analysis Method ◽  
Descriptive Qualitative

This paper aims to reveal the mistakes of micro Arabic in the aspects of Ilm Saut (phonology), Sharaf (morphology), Nahw (Syntax), and 'Ilm Dalalah (Semantics) in preaching materials conveyed by ustadz and ustadzah included in the groups of "Ustadz Sunnah" and "Islam itu Indah". Arabic mistakes are often made by ustadz and ustadzah who often appear on social media. In general, an ustadz must have good Arabic language skills. The vast emergence of ustadz and ustadzah on social media is allegedly not accompanied by their qualified mastery of the primary language used in Islamic teaching sources and primary books, namely Arabic. Hence, the researchers used micro linguistic theories comprising the studies of phonology, morphology, syntax, and semantics therein. This study applied a descriptive-qualitative method. Researchers not only described the Arabic mistakes made by those of "Ustadz Sunnah” and "Islam itu Indah" but also provided corrections to such mistakes. In analyzing the data, the researchers used a separate analysis method. The findings demonstrated that those of "Ustaz Sunnah" and "Islam itu Indah” made mistakes in verbal Arabic at phonemic, morphemic, syntactic, and semantic levels.

scholarly journals DONGENG MELATIH KEMAHIRAN ANAK MENULIS DONGENG MELALUI IMAJINASI

2020 ◽  
Vol 5 (3) ◽  
pp. 331-337
Author(s):  
Aldi Prasetyo
Keyword(s):  
Language Learning ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Writing Skills ◽  
Fourth Grade ◽  
Fourth Grade Students ◽  
Language Writing ◽  
The Subject ◽  
Bahasa Indonesia ◽  
Descriptive Qualitative

ABSTRACT One of the important skills in language learning is writing. Writing skills, need to be familiarized with children, such as fairy tale writing skills. One way to teach it is a fun activity, which is by linking writing with children’s habit’s, which is to teach imagine. This study aims to analyze the results of the implementation of the design of learning to write fairy tales through imagination activities. The method used is descriptive qualitative. The subject is the fourth grade students of MI Muhamadiyah Beji with a total of 14 students. The result showed that 92.85% of the 14 student were able to create fairy tales through the imaginations, and 7.15% of students were unable to write them in writing because they did not follow the learning well. This activity is also able to explore children who have the potential to write. Keywords: Indonesian Language, Writing Fairy Tales, Imagination.   ABSTRAK Salah satu ketrampilan penting dalam pembelajaran bahasa ialah menulis. Ketrampilan Menulis, perlu dibiasakan pada anak, seperti ketrampilan menulis dongeng. Salah satu cara mengajarkannya ialah dengan kegiatan yang menyenangkan, yaitu dengan menghubungkan antara menulis dengan kebiasaan anak, yaitu berimajinasi. Penelitian ini bertujuan menganalisis hasil implementasi desain pembelajaran menulis dongeng melalui kegiatan berimajinasi. Metode yang digunakan ialah kualitatif deskriptif. Adapun subjeknya ialah siswa kelas IV MI Muhamadiayah Beji yang berjumlah 14  siswa. Hasil penelitian menunjukan bahwa 92.85% dari 14 siswa mampu membuat dongeng dengan melalui pancingan-pancingan imajinasi dan 7.15% siswa tidak mampu menuangkannya dalam bentuk tulis dikarenakan tidak mengikuti pembelajaran dengan baik. Kegiatan ini pula mampu menggali anak-anak yang mempunyai potensi menulis. Kata kunci: Bahasa Indonesia, Menulis Dongeng, Imajinasi.

scholarly journals USAGE OF YOU TUBE- BASED VIDEOS IN LEARNING DAILY ENGLISH CONVERSATION FOR CHILDREN AT ASRAMA YATIM MIZAN AMANAH, SALIHARA, PASAR MINGGU, SOUTH JAKARTA

Pujangga ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 48
Author(s):  
Evi Jovita Putri ◽  
Gilang Ilham Agustinus ◽  
Intan Kusuma Wardhani
Keyword(s):  
Language Learning ◽  
Test Score ◽  
Qualitative Method ◽  
Influential Factors ◽  
Learning Activities ◽  
Factors Affecting ◽  
Before And After ◽  
Post Test ◽  
Learning English ◽  
Descriptive Qualitative

ABSTRACT This research aims to analyze the effectiveness of YouTube-based videos as a media in learning daily English conversation for children and to identify factors affecting learning daily English conversation for children by using YouTube-based videos as a media. To obtain the aims, this research uses six children whose ages vary from ten to twelve years old lived in Asrama Yatim Mizan Amanah located at Jalan Salihara, Pasar Minggu, South Jakarta as the source of data. Descriptive qualitative method is applied as the research design. In collecting data, the researchers gather the result of learning activities in pre-tests, treatments, and post-tests. Meanwhile, in analyzing the data, the researchers compare the children’s pre-test score with their post-test score to see the development of learning which show their competence before and after being treated. in this case, the research is focused on two topics, Greeting and Introduction in English. The children are introduced some expressions of greeting and introduction in English children by using YouTube-based videos, then some roleplays or conversation containing expressions of greeting and introduction are shown to the children by watching together YouTube-based videos. The last, the children are asked to recognize and practice the expression of greeting and introduction in English. The result shows that the usage of YouTube based video as a media in learning daily English conversation for children is considered effective. Four out of six children are able to memorize new expressions of both greeting and introduction in English, whereas the two other children remains stagnant after learning using YouTube based videos. It is found that there are factors that affect learning English for children by using this media, they are; personality, motivation and attitude, intelligent, learners’ belief, and personality. The most influential factors affecting learning are motivation and attitude. The successful children have these factors stronger rather than the stagnant children. Based on the result, the effectiveness in learning English using YouTube-based videos will be stronger if it is supported by an interactive and conducive learning atmosphere. The learning atmosphere should be considered to achieve a stronger speaking English proficiency. Key words: YouTube based-videos, language learning, daily English conversation ABSTRAK Penelitian ini ditujukan untuk menganalisis keefektifan penggunaan video berbasis YouTube sebagai media dalam belajar percakapan bahasa Inggris sehari-hari pada anak-anak dan untuk mengidentifikasi faktor yang mempengaruhi pembelajaran percakapan bahasa Inggris sehari-hari pada anak-anak yang menggunakan video berbasis YouTube. Untuk mencapai tujuan tersebut, penelitian ini menjadikan enam orang anak berumur sepuluh hingga dua belas tahun yang tinggal di Asrama Yatim Mizan Amanah Jalan Salihara, Pasar Minggu, Jakarta Selatan sebagai sumber data. Penelitian ini menggunakan metode descriptive qualitative. Disini, proses pengumpulan data meliputi pengumpulan hasil pre-tests, treatment, dan post-test. Sementara itu, proses analisis data dilakukan dengan cara membandingkan skor pre-test dengan skor post-test pembelajar untuk melihat perkembangan pembelajaran yang menunjukkan perkembangan anak-anak sebelum dan sesudah pembelajaran. Penelitian difokuskan pada dua topik pembelajaran yaitu sapaan dan perkenalan bahasa Inggris. Dalam hal ini anak-anak diajak mengenal ekspresi sapaan dan perkenalan dalam Bahasa Inggris melalui video yang ada pada YouTube. Kemudian menonton beberapa simulasi dari perilaku menyapa dan berkenalan dalam Bahasa Inggris juga melalui video You-Tube. Pada tahap terakhir, para pembelajar ini diminta untuk berlatih mengingat dan mempraktekkan ungkapan sapaan dan perkenalan dalam Bahasa Inggris Hasil penelitian menunjukkan bahwa penggunaan video berbasis YouTube sebagai media belajar percakapan bahasa Inggris sehari-hari adalah efektif. Empat dari 6 anak mampu mengingat kosakata sapaan dan perkenalan yang baru secara signifikan setelah belajar menggunakan media video berbasis You Tube, meskipun ada 2 anak yang tidak mengalami peningkatan. Ada beberapa faktor yang memengaruhi pembelajaran pada anak-anak tersebut diantaranya kepribadian, motivasi dan sikap, kecerdasan, dan keyakinan. Faktor yang paling berpengaruh pada pembelajaran adalah motivasi dan sikap. Anak-anak yang mengalami peningkatan belajar yang pesat memiliki faktor motivasi dan sikap yang lebih kuat dibanding anak-anak yang tidak mengalami peningkatan. Berdasarkan hasil tersebut, keefektifan dalam belajar percakapan Bahasa Inggris sehari-hari menggunakan video YouTube menjadi lebih besar jika didukung oleh atmosfer belajar yang interaktif dan kondusif. Hal ini mesti diperhatikan guna mencapai kemampuan Bahasa Inggris lisan yang lebih baik. Kata Kunci: Video YouTube, Pembelajaran Bahasa, Percakapan dasar dalam Bahasa Inggris.

scholarly journals ANALISIS PENGGUNAAN KOHESI REFERENSI PADA NASKAH DRAMA SISWA SMAN 2 KANDANGAN

2016 ◽  
Vol 12 (2) ◽  
pp. 39
Author(s):  
NFN Indrawati
Keyword(s):  
Qualitative Study ◽  
Random Sampling ◽  
Qualitative Method ◽  
Descriptive Study ◽  
The Other ◽  
Second Grade ◽  
Second Person ◽  
Reading And Writing ◽  
Third Person ◽  
Descriptive Qualitative

Abstrak: Penelitian Analisis Penggunaan Kohesi Referensi pada Naskah Drama Siswa SMAN 2 Kandangan merupakan penelitian deskriptif. Tujuan penelitian ini adalah mendeskripsikan penggunaan kohesi referensi pada naskah drama siswa SMAN 2 Kandangan. Jenis penelitian ini merupakan penelitian deskriptif kualitatif. Populasi data dalam penelitian ini adalah siswa SMAN 2 Kandangan. Objek siswa SMAN 2 Kandangan yang dipilih adalah siswa jurusan IPA dan IPS kelas XI. Teknik penentuan subjek didasarkan pada pengambilan sampel yang dilakukan secara random sampling. Adapun objek penelitian ini adalah penggunaan peranti kohesi referensi dalam naskah drama siswa SMAN 2 Kandangan. Data diperoleh dengan metode membaca dan teknik mencatat. Metode analisisnya menggunakan metode analisi deskriptif kualitatif. Hasil penelitian ini dapat dideskripsikan penggunaan peranti kohesi referensi pada naskah drama siswa SMAN 2 Kandangan, yaitu (1) kohesi referensi pronomina persona adalah pronomina yang dipakai untuk mengacu pada orang. Pronomina persona terdiri atas persona orang pertama tunggal dan jamak, pronomina orang kedu tunggal dan jamak, dan pronomina orang ketiga tunggal dan jamak; (2) kohesi pronomina demonstratif adalah pronomina penunjuk umum, pronomina penunjuk tempat, dan pronomina penunjuk hal ikhwal; (3) kohesi referensi komparatif adalah kohesi referensi yang menyatakan perbandingan unsur yang satu dibandingkan dengan unsur yang lain. Kohesi referensi komparatif terdiri atas kohesi referensi komparatif yang menyatakan kurang, kohesi referensi komparatif yang menyatakan sama, dan kohesi referensi komparatif yang menyatakan lebih.Kata kunci: Kohesi, referensi, naskah drama Abstract: This study Analisis Penggunaan Kohesi Referensi pada Naskah Drama Siswa SMAN 2 Kandangan is descriptive study. The aim of this study is to describe the using of reference cohesion in drama script by SMAN 2 Kandangan student. This is descriptive qualitative study. The data population is the student of SMAN 2 Kandangan. The object of this study is SMAN 2 Kandangan from Science and Social class of second grade. Subject determination technique is based on random sampling.The data are gained through reading and writing. This study used descriptive qualitative method. The object of this study is the using of reference cohesion instrument in drama script of SMAN 2 Kandangan’ students. The result shows that the using of reference cohesion instrument in drama script by the student of SMAN 2 Kandangan are (1) pronomen reference cohesion is pronomen refers to a person. Person pronomen consist of singular and plural of first person. Pronomen singular and plural of second person, and pronomen singular and plural of third person; (2) demonstrative pronomen cohesion is general instruction pronomen, place instruction pronomen, cause instruction pronomen, occurances instruction pronomen; (3) comparative reference cohesion is reference cohesion that stating comparation of one component to the other one. Comparative reference cohesion consists of comparative reference cohesion that stating inefficient, comparative reference cohesion that stating equality, and comparative reference cohesion that stating more.Key words: cohesion, reference, drama script

scholarly journals AN ANALYSIS OF THE UTILIZING ZOOM APPLICATION TO ENGLISH LEARNERS’ SPEAKING SKILL MOTIVATION

2021 ◽  
Vol 4 (3) ◽  
pp. 433
Author(s):  
Sabila Nur Risma
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Qualitative Method ◽  
Speaking Skill ◽  
Global World ◽  
Learning English ◽  
Descriptive Qualitative ◽  
Speaking Skills

Speaking is one of the productive skills that should be learned and mastered by English learners which gives them the ability to communicate effectively in this global world. However, most learners face difficulties in learning English, especially in mastering speaking skills. The lack of motivation in learning English is the most common problem faced by learners. With the development of technology, employing Zoom Application in learning English is recommended for fun and exciting learning. This research aims to analyze how applying Zoom Application can improve English learners’ motivation to speak in English. The descriptive qualitative method is used in this research and to gain the data, the researcher used some instruments, there are questionnaires and interviews, which were carried out to 30 learners in English Zoom Club as subjects of the research. The result of this research suggested that applying Zoom Application is very interesting since it provides such motivating and stimulating activities for English learners. Moreover, using Zoom Application make English learners have an appropriate platform and new friends to practice improving their speaking skill at the same time. Keywords:  Speaking Skill, Motivation in Language Learning, Zoom Application  

scholarly journals Strategies of Communicative Arabic Language Mastery Based on Lughawiyyah at Ma’had Umar Bin Al-Khattab Surabaya

2020 ◽  
Vol 7 ◽  
Author(s):  
Luthfi Ans ◽  
Nurdyansyah Nurdyansyah ◽  
Eni Fariyatul Fahyuni
Keyword(s):  
Data Collection ◽  
Qualitative Methods ◽  
Language Skills ◽  
Arabic Language ◽  
Educational Institutions ◽  
Religious Texts ◽  
Reading And Writing ◽  
New Strategy ◽  
Language Mastery ◽  
Descriptive Qualitative

Arabic language is often taught by Arabic educational institutions only as a tool to read religious texts, not as the function of language is to communicate. The purpose of this research is to show a new strategy of mastering comprehensive communicative Arabic language based on 4 language skills (maharat lughawiyyah), namely listening, speaking, reading, and writing integrally and not separately. This study uses descriptive qualitative methods, data collection is carried out through observation and interviews. The results of this study indicate weak language skills due to partial mastery strategies in Arabic. The conclusion of this study shows that the ability to communicate Arabic must be built on 4 language skills simultaneously, related, intact, integrated and not fragmented.

scholarly journals PENGARUH PENGGUNAAN CAMPUR KODE DALAM PEMBELAJARAN BAHASA INDONESIA PADA SISWA SMPN 7 WOJA DOMPU

2019 ◽  
Vol 16 (1) ◽  
pp. 93-108
Author(s):  
Adiprasetio Prabowo
Keyword(s):  
Language Learning ◽  
Qualitative Method ◽  
Local Language ◽  
Code Mixing ◽  
Daily Interactions ◽  
Bahasa Indonesia ◽  
Descriptive Qualitative

  This study explores the use of code-mixing in Indonesian language learning used in the classroom of SMPN 7 Woja Dompu. The design of the study is a descriptive qualitative method that assigned students and teachers in SMPN 7 Woja.  Data were collected using documentation, interviews, and translations. This results of this study show Indonesian language learning in is conducted using code-mixing between Bahasa Indonesia and local language in terms of words, phrases, and clauses. Mixed-shaped code words occur in total  95 words, phrases shaped mixing 107, and code-mixing clause shaped 43. The use of code-mixing that dominate in this research is mixed in the form of code phrases. The use of code-mixing in the learning affects teachers to facilitate learning, but students accept the code-mixing as their usual daily interactions.

scholarly journals The Effect of Reading and Writing Literacy in Improving the Quality of Teaching Materials

2021 ◽  
Author(s):  
Merli Yuridha
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Language Skills ◽  
Learning Abilities ◽  
Reading And Writing ◽  
Quality Of Teaching ◽  
Teacher Creativity ◽  
Good Learning ◽  
Improve Student Learning

Literacy is one of the important aspects that we must know. Literacy from time to time has undergone many changes. According to (Alfin, 2018) in its development literacy must receive attention. Literacy is a basic skill that must be mastered by every individual. Attention to literacy to improve student learning abilities in the future. Literacy is widely included in subjects at school. One of them is learning Indonesian. One aspect of literacy contained in learning Indonesian. In practice, Indonesian Language Learning focuses on four aspects of skills that require teacher creativity to achieve good learning outcomes. These four aspects of skills are also needed to study other subjects. Every aspect of Indonesian language skills is interrelated with each other. For example, a person can speak because he is able to listen, or is skilled at reading, and writing. Likewise, a person who is skilled at writing, if he is skilled at listening, speaking, and reading. Each skill is interrelated with one another. (Novelti et al., 2018)

scholarly journals The Effect of Reading and Writing Literacy in Improving the Quality of Teaching Materials

2021 ◽  
Author(s):  
Merli Yuridha
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Language Skills ◽  
Learning Abilities ◽  
Reading And Writing ◽  
Quality Of Teaching ◽  
Teacher Creativity ◽  
Good Learning ◽  
Improve Student Learning

Literacy is one of the important aspects that we must know. Literacy from time to time has undergone many changes. According to (Alfin, 2018) in its development literacy must receive attention. Literacy is a basic skill that must be mastered by every individual. Attention to literacy to improve student learning abilities in the future. Literacy is widely included in subjects at school. One of them is learning Indonesian. One aspect of literacy contained in learning Indonesian. In practice, Indonesian Language Learning focuses on four aspects of skills that require teacher creativity to achieve good learning outcomes. These four aspects of skills are also needed to study other subjects. Every aspect of Indonesian language skills is interrelated with each other. For example, a person can speak because he is able to listen, or is skilled at reading, and writing. Likewise, a person who is skilled at writing, if he is skilled at listening, speaking, and reading. Each skill is interrelated with one another. (Novelti et al., 2018)

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