111 research outputs found
Analisis Model-Model Pembelajaran Dosen Bahasa Inggris di Program Studi Pendidikan Bahasa Ingrris Universitas Muhammadiyah Maluku Utara Ternate
No full textABSTRAK
ADI F. MAHMUD. Analisis Model-Model Pembelajaran Dosen Bahasa Inggris di Program Studi Pendidikan Bahasa Ingrris Universitas Muhammadiyah Maluku Utara Ternate (dibimbing oleh A. Qashas Rahman dan Murni Mahmud)
Tujuan penilitian ini adalah (i) untuk menemukan model-model pembelajaran apa saja yang diterapakan oleh dosen Bahasa Inggris dalam mengajar di kelas, (ii) untuk mengetahui alasan-alasan dosen dalam menerapkan model-model pembelajaran tersebut di kelas, dan (iii) untuk menggambarkan presepsi mahasiswa Bahasa Inggris terhadap model-model pembelajaran yang diterapkan oleh dosen dalam pembelajaran di kelas.
Peneliti menggunakan metode deskriptif qualitatif. Sumber data pada penelitian ini adalah lima orang dosen dan lima mahasiswa Bahasa Inggris di Program Studi Pendidikan Bahasa Inggris Universitas Muhammadiyah Maluku Utara Ternate. Instrumen penelitian terdiri dari peneliti sebagai instrumen utama, lembaran observasi, daftar pertanyaan, alat perekam, dan kamera. Dalam pengumpulan data, penelitian ini menerapakan teknik observasi kelas dan wawancara tidak terstruktur. Peneliti mengikuti tiga langka dalam menganalisis data yaitu: Membaca/Memo Menggambarakan, dan Mengklasifikasi.
Hasil penelitian ini menunjukan bahwa (i) hampir semua responden dalam penelitian ini tidak menerapakan model-model pembelajaran inovasi dalam proses belajar mengajar. Kebanyakan model-model pembelajaran yang diterapakan oleh responden bersifat konvensional. Walaupun, ada beberapa responden menerapkan model diskusi kelompok dan presentasi, tetapi langkah-langkah pembelajaran yang diterapkan tidak menunjukan sebuah model pembelajaran inovasi, (ii) responden 4 menerapkan model pembelajaran inovasi dua kali selama dua pertemuan, namun, responden 4 juga menerapakan model- model pembelajaran konvesional. Kemudian, semua model-model pembelajaran responden tidak termasuk model atau metode yang baru dalam interakasi pembelajaran di kelas, (iii) ceramah merupakan salah satu model pembelajaran yang dominan digunakan oleh semua responden dalam mengajar di kelas, (iv) ada beberapa alasan yang menyokong semua responden dalam memilih sebuah model untuk diterapakan dalam kelas. Alasan-alasan tersebut meliputi kemampuan mahasiswa, materi ajar, pemahaman mahasiswa, mudah, sederhana, dan tujuan pembelajaran. Selanjutnya, semua responden beranggapan bahwa model-model pembelajaran tersebut tepat dan efektif untuk diterapakan dalam proses pembelajaran di kelas, dan (v) tidak semua alasan-alasan responden sejalan dengan lima presepsi dari mahasiswa. Semua presepsi mahasiswa menunjukan bahwa ada beberapa model pembelajaran yang digunakan oleh responden membosankan dan tidak menarik.
ABSTRACT
ADI F. MAHMUD. The Analysis of English Lecturers’ Teaching Models at English Education Department of Muhammadiyah University of North Maluku Ternate (supervised by A. Qashas Rahman and Murni Mahmud)
The objectives of the research are (i) to find out the English lecturers’ teaching models applied in teaching in the classroom, (ii) to know the English lecturers’ reasons for applying those teaching models in the classroom, and (iii) to describe the English students’ perceptions of the English lecturers’ teaching models applied.
The researcher employed descriptive qualitative method. The data sources of the research were five English lecturers and five English students of English Department of the Muhammadiyah Ternate. The instruments of the research consisted of the researcher as the main instrument, observation sheet, and list of questions, recorder, and camera. In the data collection, the research carried out classroom observation and semi-structured interview. The researcher followed three steps in analyzing data: Reading/Memoing, Describing, and Classifying.
The results of this research showed that (i) Most of the respondents in this research did not apply innovative teaching models in teaching and learning activities. Most of the teaching models which applied by respondents still conventionally. Although there were some respondents applied group discussions and presentation, but the sequences of teaching that were applied did not characterize an innovative teaching model, (ii) The respondent 4 applied innovative teaching models twice in two meetings. However, he also applied conventional teaching models. Then, all respondents’ teaching models did not involve a new teaching model or method in teaching interaction in the classroom, (iii) Lecturing is one of the dominances teaching models used by all respondents in teaching in the classroom, (iv) There were some reasons underpinning all respondents in choosing a teaching model to be applied in the classroom. The reasons included the students’ proficiency, the instructional material, understanding, the easiness, simple, and teaching goals. Further, all respondents considered that those teaching models were appropriate and effective to be applied in teaching and learning activities in the classroom, and (v) Not all respondents’ reasons in line with the five students’ perceptions. All students’ perceptions showed that there were some teaching models that were used by respondents were boring and not interesting
Specificity and definiteness in sentence and discourse structure
No full textIn this paper, I argue that this informally given list of characteristics covers only a certain subclass of specific indefinites. […] In particular, I dispute the definition of specific indefinites as "the speaker has the referent in mind" as rather confusing if one is working with a semantic theory. Furthermore, I discuss "relative specificity", it. cases in which the specific indefinite does not exhibit wide, but intermediate or narrow scope behavior. Based on such data, I argue that specificity expresses a referential dependency between introduced discourse items. Informally speaking, the specificity of the indefinite expression something [...] expresses that the reference of the expression depends on the reference of another expression, here, on the expression a monk, not the speaker
PENGARUH HARGA, PROMOSI DAN KUALITAS PELAYANAN TERHADAP KEPUASAN PELANGGAN (STUDI KASUS PADA TOKO ASF ACCESSORIES GADGET MOJOKERTO)
No full textABSTRACT
Bagus, Adi, 2018. Effect of Price, Promotion, and Service Quality on Customer
Satisfaction (A case study on ASF gadget accessories mojokerto
customers)
Final project / thesis, Marketing Management Study Program,
Faculty of Economics, Majapahit Islamic University (UNIM).
Advisor I: Eny Setyariningsih, S.E, M.M.
Advisor II: M. Syamsul Hidayat, SE., MM
Price, promotion and quality of service are elements that influence
activities in the company that function to create competitive advantage for the
company. Companies are required to be able to meet the needs and desires of
customers by providing the best and quality services, so that customers will feel
their own satisfaction and feel valued so that they are happy and willing to be
regular customers. This study aims to determine the effect of price, promotion
and service quality on customer satisfaction on the ASF accessories mojokerto
gadget.
The type of research used by the author is a type of quantitative research.
Source of data used is primary data, namely data obtained from questionnaires
distributed to research respondents. The population of this study was 275
customers, with a total sample of 163 respomden. Sampling technique according
to Slovin formula. Data analysis uses multiple linear regression.
Based on multiple linear analysis using the F-test, simultaneously the
variables of customer satisfaction in the ASF accessories gadget are influenced
by price, promotion, and service quality can be seen from the results of the F test
conducted at a significant level of 0.05 F count value (11.039)> F-table (1,564),
then Ho is rejected and Ha is accepted. From the results of the t test, it is known
that the t variable price (X1) is 2.197, the promotion variable (X2) is 3.331 and the
service quality variable (X3) is 2.245. T count> T table, it can be concluded that
all the variables studied (Price, promotion and service quality) partially have a
significant influence on customer satisfaction in the gadget accessories ASF
store.
Keywords: Price, Promotion, Service quality, Customer satisfactio
COMMUNITY LANGUAGE LEARNING METHOD: ENHANCING SECONDARY SCHOOL STUDENTS’ ENGLISH VOCABULARY AT SMP NEGERI 4 KOTA TERNATE
No full textVocabulary is a fundamental unit in learning a language. Vocabulary drives us in learning and understanding English skills (reading, listening, speaking, and writing). Without vocabulary, a reader, listener, speaker, or writer does nothing. This study attempted to carry out Community Language Learning Method to enhance secondary school students’ English vocabulary. Its hypotheses are (1) Community Language Learning Method cannot enhance secondary school students’ English vocabulary (H0) and (2) Community Language Learning Method enhance secondary school students’ English vocabulary (H1). This study used quantitative study by applying experimental design of one group pretest-posttest. The population was secondary school students at SMP Negri 4 Kota Ternate. The number of the population were 337 students. The sample was 35 students from the secondary school. They classified into two sexes namely; 15 male students and 20 female students. Simple random sampling technique used in taking the sample. The instrument applied in this study was a multiple choice test. It consisted of 30 items. The data were collected by applying pretest, treatment, and posttest. The data obtained were analyzed by using t-test formula from SPSS 16 version. Data findings and analysis on score mean and standard deviation indicated that pretest score mean was lower then posttest = (15.625), than for the posttest score mean was higher than pretest = (72.69). And, it compared standard deviation of pretest and posttest, standard deviation score of pretest and posttest showed difference each other. Standard deviation score of pretest = (15.625) and posttest = (10.707). it means that the independent variable had an effect on the total score of the subject (dependent variable). Moreover, t-test results showed that the average score in posttest x2 = 40.163. is greater than pretest x1 = 15.037. by applying the level of significance of 0.5. Therefore, its conclusion that the Community Language Learning Method is effective in teaching English vocabulary to the secondary school students. The alternative hypothesis stating that the Community Language Learning Method enhance students’ English vocabulary was accepted (H1)and null hypothesis stating that the Community Language Learning Method cannot enhance students’ English vocabulary was rejected (H0)
Evaluating Sex and Age Differences in ADI-R and ADOS Scores in a Large European Multi-site Sample of Individuals with Autism Spectrum Disorder
No full text\ua9 2018 The Author(s) Research on sex-related differences in Autism Spectrum Disorder (ASD) has been impeded by small samples. We pooled 28 datasets from 18 sites across nine European countries to examine sex differences in the ASD phenotype on the ADI-R (376 females, 1763 males) and ADOS (233 females, 1187 males). On the ADI-R, early childhood restricted and repetitive behaviours were lower in females than males, alongside comparable levels of social interaction and communication difficulties in females and males. Current ADI-R and ADOS scores showed no sex differences for ASD severity. There were lower socio-communicative symptoms in older compared to younger individuals. This large European ASD sample adds to the literature on sex and age variations of ASD symptomatology
Kipo Moti: Nonverbal Communication of Mee Ethnic in Papua
No full textNonverbal communication has a vital role in social interaction. The majority of communication in social life involves nonverbal language. This research aims to (1) explore in depth Kipo Moti as the nonverbal communication of the Mee tribe in Papua and (2) discover the context of the use of Kipo Moti as the nonverbal communication of the Mee tribes in Papua. Research uses a qualitative approach with a descriptive design. A total of one subject was selected using the purposive technique with particular consideration. Open-ended questions are used in in-depth interviews and document analysis from online sources. Three sections made up the interview: The first section of the interview concentrated on the overall characteristics of the Mee tribe in Papua; the second section focused on the culture of the Kipo Moti, which is the nonverbal language of the Mee tribe; and the third section focused more on the Kipo Moti use as a nonverbal tongue in various contexts. The interview transcript results are analyzed using three phases that are taken from Gay et al. (2009). first reading/memorization, describing, and classifying. Research results show that Kipo Moti for the Papua Mee tribe is a form of nonverbal communication that expresses feelings of appreciation, love, respect, and pride toward one another or others. Furthermore, the Kipo Moti language can be used in a variety of situations to indicate three symbols; First. A symbol of friendship. Second. A symbol of peace. Third. A symbol of agreement
Male and female English students' perspectives in English speaking class activities
No full textThis research aims to investigate male and female English students’ perspectives in English speaking class activities. This research applied qualitative approach with the descriptive qualitative design. Unstructured interview technique used to collect the data of this study. The researcher interviewed ten participants who consist of five male and five female at English students of Universitas Muhammadiyah Maluku Utara. The participants are from the third semester to the fifth semester who have been joined English speaking class activities. The interview took place at language laboratory for two days. The first day conducted 19th of Augst 2017 with five male students, and the second day in 20th of August 2017 with five female students. In analyzing data, the researcher followed three steps; (1) reading/memoing, (2) describing, and (3) classifying. In the Reading/memoing step, the researcher transcribed all results of the interview from the recorder and read transcription to catch the initial sense of data. The describing step lead the researcher to develop the thorough and comprehensive description of participants, setting, and the phenomenon of the research to cover the rich complexity of the research. In classifying stage, the research made the research data and brooked it down into a smaller unit, put the appropriate unit together in more general and analytic form. Results showed that there are four main perspectives revealed by students (1) language used by a lecturer in English speaking activities, (2) learning approaches, (3) learning strategies, and (4) learning the place. Then, male and female students’ stated similar perspectives, (2) Male and female students’ perspectives do not in line with lecturers perspectives in English speaking class activities
Digital Literacy and Learning Interaction: An Ethnographic Study of Indonesian EFL Classrooms
No full textThis ethnographic study examines the relationships between digital literacy and learning interactions in Indonesian EFL classes. The study seeks to elucidate the role of digital tools in mediating educational practices and interactional dynamics between educators and learners. Data were collected over six months at SMA Negeri Ternate, Indonesia, using participant observation, semi-structured interviews, document analysis, and field notes, involving five teachers and ten students. The findings suggest a triadic interactional framework, comprising learner-content, learner-instructor, and learner-learner interactions, all of which are shaped by digital integration. Students utilized multimedia resources such as YouTube and ChatGPT, promoting independence and multimodal understanding. Nonetheless, conventional assumptions of teacher authority persisted, and digital disparities frequently limited peer participation. Three cultural elements emerged: technology-enhanced instruction, enduring teacher authority, and flexible peer solidarity. The study concludes that digital literacy alters classroom dynamics, but it must be grounded in local educational and cultural norms. It necessitates culturally responsive instructional design and fair access to improve engagement and maximize the educational potential of digital literacy
Digital Literacy in Action: An Ethnographic Study of EFL Classrooms in Indonesian Senior High School
No full textThis ethnographic study investigates the integration of digital literacy in EFL classrooms in an Indonesian senior high school. Although digital literacy is essential in contemporary Education, research in rural or under-resourced environments is scarce, especially on its cultural and pedagogical aspects. The study employed a qualitative ethnographic methodology, conducted over six months at SMA Negeri 10 Kota Ternate, which incorporated participant observation, semi-structured interviews, document analysis, and field notes. The findings indicated that Education based on digital literacy was executed in three fundamental phases: planning, implementation, and evaluation. Educators incorporated available digital resources, such as YouTube, Canva, Google Forms, and Kahoot, to create engaging and interactive learning environments. Nonetheless, infrastructure limitations and varied levels of digital proficiency posed ongoing obstacles. Three emerging cultural themes—pedagogical adaptation, negotiated involvement, and reflective assessment—highlighted how educators tailored digital practices to their sociocultural setting. The study suggests that digital literacy in EFL education is both a technical process and a contextual social practice, influenced by factors such as context, agency, and resource availability. It advocates for improved teacher professional development and infrastructure to facilitate equitable and contextually relevant digital instruction in marginalised educational environments
The Implementation of Ice-Breaking Activities in English Classroom
No full textThis study attempts to identify and explore high school students' perceptions of using ice-breaking activities in the English classroom. A qualitative method with a descriptive qualitative design. The study was done at SMA Al-Irsad Kota Ternate Jl. Perumnas South Ternate District and it involved second-grade students as subjects. They totaled 16 students, which consisted of 9 males and 7 females. Questionnaire and an unstructured interview were used to collect the data. A questionnaire was distributed to students in the classroom, and they filled it out in 60 minutes. The questions consisted of 10 statements. After the Questionnaire distribution, the students were interviewed based on the interview guidelines provided by the researchers. The interview was done with students who had already filled out the questionnaire. Data from the questionnaire were analyzed with a 5-point Likert scale (1=strongly disagree; 2 = disagree; 3 = neutral; 4 = agree; and 5 = strongly agree) to measure students' perceptions of ice-breaking activities in the English classroom. A 5-point Likert scale was counted with a frequency and percentage formula. During the interview, the data is analyzed through four steps: (1) data reduction, (2) coding, (3) data display, and (4) concluding. Results of the study showed that (1) 16 students have the same perception of the implementation of ice-breaking activities in English class; (2) all students' perceptions of ice-breaking activities are very positive; (3) ice-breaking activities are necessary and very needed for application in English class; and (4) students' perceptions of ice-breaking activities include helping students join the learning process, eliminating saturation, creating a positive learning atmosphere in the class, improving students’ interest and motivation, and increasing students' learning achievement
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