scholarly journals Model Pembelajaran Role Play Dalam Meningkatkan Kemampuan Bermain Drama Mahasiswa Jurusan Sastra Inggris Sekolah Tinggi Ilmu Bahasa Asing (STIBA) Persada Bunda

2018 ◽  
Vol 5 (1) ◽  
pp. 29-35
Author(s):  
Qori Islami Aris
Keyword(s):  
Foreign Language ◽  
English Literature ◽  
Role Play ◽  
Reading Skill ◽  
Learning Model ◽  
Listening Skills ◽  
Listening Skill ◽  
Writing Skill ◽  
Language School ◽  
Speaking Skill

Abstrak Mata kuliah drama jurusan sastra inggris Sekolah Tinggi Ilmu Bahasa Asing Persada Bunda hanya menitikberatkan pada analisis teks dan dialog. Sementara bermain drama juga dapat meningkatkan empat kemampuan yang harus dimiliki oleh mahasiswa sastra Inggris yaitu speaking skill, listening skill, reading skill, dan writing skill. Melalui speaking skill mahasiswa telah melakukan kegiatan berbicara. Sementara listening skill mahasiswa telah melakukan kegiatan menyimak. Pada saat membacakan penggalan dialog dalam naskah drama, mahasiswa melakukan kegiatan membaca dan tentu saja dibutuhkan reading skill yang mumpuni. Sementara pada writing skill mahasiswa diharapkan dapat menulis naskah teks drama yang ingin dipentaskan. Berdasarkan masalah ini, penulis tertarik untuk melakukan penelitian dengan judul “Model Pembelajaran Role Play dalam Meningkatkan Kemampuan Bermain Drama Mahasiswa Jurusan Sastra Inggris Sekolah Tinggi Ilmu Bahasa Asing (STIBA) Persada Bunda”. Tujuan dilakukannya penelitian ini untuk melihat bagaimana model pembelajaran Role Play dapat meningkatkan kemampuan bermain drama. Berdasarkan data yang diperoleh, Penerapan model pembelajaran Role Play membantu meningkatkan kemampuan bermain drama mahasiswa jurusan sastra inggris Sekolah Tinggi Ilmu Bahasa Asing Persada Bunda dengan peningkatan Persentase Penilaian Hasil sebesar 29,20%.   Kata Kunci : Role Play, Peningkatan Bermain Drama Abstract Drama course of English Literature of Foreign Language School Persada Bunda focuses on text analysis and dialogue. Playing the drama can also increase the four skills that must be possessed by students of English literature that is speaking skills, listening skills, reading skills, and writing skills. Through the speaking skills, students have been doing the talking activity. While listening skills, the student has been doing a listening activity. When reading a snippet of dialogue in a drama script, students do reading and of course, required a qualified reading skill. While the writing skill students are expected to write a drama text script to be staged. Based on this problem, the authors are interested in conducting research under the title "Role Play Learning Model in Enhancing the Ability to play Drama Students of English Literature of Foreign Language School of Foreign Studies (STIBA) Persada Bunda". The purpose of this research is to see how the Role Play learning model can improve the ability to play drama. Based on the data obtained, Implementation of Role Play learning model helps to improve the ability to play drama majoring in English Literature of Foreign Language School Persada Bunda with an increase of the percentage of Result Assessment of 29.20%.   Key Words: Role Play, Improved Drama Play

scholarly journals EMBRACING SOCIAL MEDIA TO IMPROVE EFL LEARNERS' ENGLISH SKILL

2021 ◽  
Vol 4 (4) ◽  
pp. 704
Author(s):  
Dwi Iswahyuni
Keyword(s):  
Social Media ◽  
Research Method ◽  
Qualitative Method ◽  
Reading Skill ◽  
Efl Learners ◽  
Listening Skill ◽  
Writing Skill ◽  
Speaking Skill ◽  
Use Of Social Media ◽  
Almost All

Regarding the importance of exploring the use of social media to enhance English skill, this study investigated the use of social media to improve English skill of EFL learners especially non-English college students. The objective of this study was to find out in what ways social media can contribute to the improvement of EFL learners’ English skill. The research method employed in this study was descriptive qualitative method. In gaining data, this study used questionnaire and observation. The results showed that almost all respondents took advantage of social media to learn English. Some social media used were YouTube, WhatsApp, Instagram, Facebook, Twitter, TikTok, etc. The respondents revealed that by the use of social media, their reading skill (97.3% of the respondents), their writing skill (94.6% of the respondents), their vocabulary mastery (91.9% of the respondents), their listening skill (89.2% of the respondents), their speaking skill (86.5% of the respondents), their grammar mastery (83.8% of the respondents) could be improved. Based on the findings of the study, it can be inferred that social media can contribute to the improvement of EFL learners’ English skill in many ways including reading skill, writing skill, vocabulary mastery, listening skill, speaking skill, and grammar mastery. Keywords:  EFL Learners, English Skill, Social Media

scholarly journals MODEL OF COMMUNICATIVE ENGLISH SYLLABUS FOR STUDENTS OF HOTEL DEPARTMENT AT SMK N 7 BENGKULU

2018 ◽  
Vol 2 (1) ◽  
pp. 1-12
Author(s):  
Ayu Anisa Sartika ◽  
Hilda Puspita ◽  
Imranuddin .
Keyword(s):  
Data Analysis ◽  
Random Sampling ◽  
Reading Skill ◽  
English Teachers ◽  
Needs Analysis ◽  
Developmental Research ◽  
Listening Skill ◽  
Writing Skill ◽  
Speaking Skill ◽  
Communicative Approach

This study was designed as a developmental research which was aimed at designing communicative English syllabus for students of Hotel Department at SMK N 7 Bengkulu. The researcher used needs analysis to find out the students’ needs of English. The instrument used was a set questionnaire items to collect the data. The population of this study was students and English teachers at SMK N 7 Bengkulu and hotel staff of Nala Seaside Hotel Bengkulu as well. The samples of this study were selected with two techniques sampling. The first technique sampling was random sampling for 80 students. The second technique sampling was total sampling for 3 English teachers and 12 hotel staff. The result of the study showed that listening skill gained 94%, speaking skill gained 91%, reading skill gained 74%, and writing skill gained 68%. From the result of data analysis, a syllabus was designed based on communicative approach and it had been tried out for three times.

scholarly journals KOMPONEN-KOMPONEN PEMBELAJARAN AL-KITÂBAH BAHASA ARAB

2016 ◽  
Vol 2 (1) ◽  
pp. 1-26
Author(s):  
Nurul Huda
Keyword(s):  
Language Skills ◽  
Reading Skill ◽  
Listening Skill ◽  
Writing Skill ◽  
Student Reading ◽  
Speaking Skill ◽  
Main Component

The main component of Arabic learning covers the same four language skills for all competencies. They are: listening (istimâ’), speaking (kalâm), reading (qirâ’ah), and writing (kitâbah). Those four skills mutually connected. For instance, listening skill contributes to speaking skill and vice versa. In turn, those two skills will be strengthened by student reading skill or vice versa. Speaking skill is very close related to listening skill.  Speaking and listening skill refer to all means to communicate orally. Because of the importance of this writing skill, the writer sees the need of al-Kitabah study map and its parts that can be delivered to student systematically, start from the lowest level (Ibtidâiyyah) to the next level (I’dadiyyah) based on students condition and psychology, including components in Al-kitâbah.

TEACHING AND LEARNING MOTIVATION IN ENGLISH MASTERY FOR EARLY SEMESTER STUDENT OF ENGLISH DEPARTMENT

2018 ◽  
Vol 1 (2) ◽  
pp. 89-103
Author(s):  
Arjulayana Arjulayana ◽  
Cut Novita Srikandi
Keyword(s):  
Teaching And Learning ◽  
Field Research ◽  
Reading Skill ◽  
Qualitative Approach ◽  
Learning Motivation ◽  
English Department ◽  
Real Condition ◽  
Listening Skill ◽  
Writing Skill ◽  
Speaking Skill

Student can be said master the English if they can master four skills of language, there are speaking skill, writing skill, listening skill, and reading skill. Those skills are will be impossible to achieve if the student do not have motivation, both internal and external The aims of this research is to explain and describe what kinds of motivations that students required to support their expectable achievement related to four skills of language. This research uses qualitative approach, with field research scheme, because the data and instruments are implemented in real condition. The research instruments consist of observation, interview, script interview, and study document. The interview conducted to 10 English lecturers to find out the students’ problems and lecturers’ suggestion regarding to students’ motivation to support teaching and learning process in English department. The result of this research shows that Early semester students are having trouble in adapting English at their university, because of some problems, such as; unconfident in performing English as their instruction language in the classroom, because of their vocabulary limit, difficult in understanding lecturer’s English explanation, and difficult to interact among others in using English. Therefore, they need motivation, both internal and external.

scholarly journals Metode Pembelajaran Bahasa Arab

2016 ◽  
Vol 2 (1) ◽  
pp. 206-220
Author(s):  
Zulfiah Sam
Keyword(s):  
Reading Skill ◽  
Learning Method ◽  
Reading And Writing ◽  
Listening Skill ◽  
Writing Skill ◽  
Speaking Skill

The assembling of learning method will not work effectively andefciently as a companion media in learning without a sufcientmethod knowledge. A method of traditional Arabic Learning isan arabic learning method that focused on “language as thescientifc tradition” so that learning an arabic means learning anarabic in details, either grammatically/sintactically (Qawā’id alNaḥwu), morpheme/accidence (Qaw ḥ ā’id al-Ṣarf) or literature ḥ(ādāb). The main aspects in learning arabic are : listening,speaking, reading and writing. The four aspects are mutualrelated, for example, a listening skill contributes to adevelopment of speaking skill, both skills are strengthened byreading skill, while writing skill contributes to a reading skill inthe text or document form. Keyword : Metode, Bahasa Arab.

scholarly journals Keterampilan Menulis Teks Eksposisi

2019 ◽  
Author(s):  
Dwi Hastuti
Keyword(s):  
Reading Skill ◽  
Listening Skill ◽  
Writing Skill ◽  
Speaking Skill

Kemampuan berbahasa (language art, languageskill) mencakup empat segi, yaitu kemampuan menyimak (listening skill), kemampuan berbicara (speaking skill), kemampuan membaca (reading skill), dan kemampuan menulis (writing skill). Keempat aspek berbahasa tersebut sangat berperan penting dalam pengajaran suatu bahasa di Sekolah. Menulis teks eksposisi merupakan salah satu jenis teks yang diajarkan di sekolah menengah atas. Menulis teks eksposisi merupakan keterampilan yang memiliki peranan penting dalam kehidupan manusia untuk menyampaikan informasi sejelas-jelasnya, menambah wawasan, dan pengetahuan.

scholarly journals An Analysis of Language Skills’ Proportion in the English Textbook Grade XII Published by Kemendikbud 2014

2019 ◽  
Vol 3 (4) ◽  
pp. 438-451
Author(s):  
Muhammad Reza Dwika Nanda ◽  
Alamsyah Harahap ◽  
Indah Damayanti
Keyword(s):  
High School ◽  
Language Skills ◽  
Reading Skill ◽  
Learning Objectives ◽  
The Third ◽  
Listening Skill ◽  
Writing Skill ◽  
Speaking Skill ◽  
The Subject ◽  
The Government

The design of this research was descritive quantitative. It was aimed to find out the suitability of english textbook with the curriculum and the proportion of the language skills’ in the English textbook grade XII published by kemendikbud 2014. The subject of this research was the English textbook grade XII for 1 year , consist of 16 chapters. The data was collected by using evaluation checklist that proposed by syllabus in curricullum 2013 and the expert (Ur (1996)). The result showed that the English Textbook Grade XII for senior high school published by Kemendikbud 2014 is categorized into “very good” category. From 27 learning objectives (KD) that proposed by the curriculum 2013 in syllabus, 22 of it is covered to the English textbook. The writing skill has the highest proportion it is 38 %; the second is reading skill has 30 %; the third is speaking skill has 21 %; and the last is listening skill has 11 %.Consequently, it can be conclude that it is suit to the standard from the government, to make the students reach the functional level of literacy and used the text – based teaching and focuss on the text.

Development and Validation of a Role-Play Test for Assessing Crisis (Hostage) Negotiation Skills

2005 ◽  
Vol 32 (3) ◽  
pp. 345-361 ◽  
Author(s):  
Vincent B. Van Hasselt ◽  
Monty T. Baker ◽  
Stephen J. Romano ◽  
Alfred H. Sellers ◽  
Gary W. Noesner ◽  
...  
Keyword(s):  
Role Play ◽  
Social Problem Solving ◽  
Self Report ◽  
Active Listening ◽  
Listening Skills ◽  
Emotional Empathy ◽  
Problem Solving Skills ◽  
Listening Skill ◽  
Development And Validation

The purpose of this article is to (a) describe the construction of a role-play test (RPT), which is based on actual negotiated encounters by the Crisis Negotiation Unit of the FBI and employed specifically for evaluation and training of negotiation skills, and (b) provide preliminary validational support for the RPT. The first part of the study includes an overview of RPT item development and the role of active-listening skills, and the second part involves the validation of the RPT. Both groups were also administered self-report measures of social problem-solving skills and emotional empathy. Results indicate that in comparison to experts, nonexpert negotiators show deficiencies across active-listening skill categories. Relationships between use of active listening and emotional empathy are observed.

scholarly journals PEMBELAJARAN KETERAMPILAN BERBICARA BAHASA ARAB MELALUI PENDEKATAN KOMUNKATIF

2017 ◽  
Vol 3 (2) ◽  
pp. 196
Author(s):  
Muspika Hendri
Keyword(s):  
Language Learning ◽  
Language Skills ◽  
Reading Skill ◽  
Arabic Language ◽  
Listening Skills ◽  
Dialogue Model ◽  
Speaking Skill ◽  
Communicative Approach ◽  
Own Name ◽  
Speaking Skills

This article describes the Arabic learning in terms of speaking skills using communicative approach. In Arabic language learning is known four language skills that must be possessed by students that are listening skills (maharah al-istima '), speaking skill (maharah al-kalam), reading skill (maharah al-qira`ah), writing skill (maharah al-kitabah ). To obtain language skills in the learning process and become a daily habit in the environment would require the competence of Arabic teachers who have an innovative approach in teaching. One of the approaches of learning speaking skills is by using a communicative approach. The steps are (1) the learner hears, reads, then practices a two-line dialogue with his partner, (2) hears and repeats it, (3) listens to the dialogue model and then repeats it by observing the names in the dialog with their own name, (4) ) read the question hint and make a question, (5) read a two-line dialogue framework then practice with his partner, (6) hear reading the question model and ask.

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