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CAN TECHNOLOGY-ENHANCED FLIPPED LEARNING INSTILL CHARACTER EDUCATION? INDONESIAN UNDERGRADUATE EFL STUDENTS’ PERCEPTIONS Risa Triarisanti; Arif Husein Lubis; Velayeti Nurfitriana Ansas
English Review: Journal of English Education Vol 10, No 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.7064

The advantages of incorporating technology-enhanced flipped learning in English classrooms are nothing new. However, the impact of incorporating the learning method on the occurrence and decline of students’ characters has not much been revealed. This study aims to fill the void by exploring the students’ perceptions of whether flipped learning and the use of technology in learning English can instill character education. Eighty-four (n=84) Indonesian undergraduate EFL students participated in this study. A 22-item questionnaire with a checklist and open-ended types was filled out after the students completed a 16-week course. While percentages were obtained from the checklist responses, codes and categories were generated from the open-ended responses. The results revealed that flipped learning could instill character values of responsibility, independence, and curiosity. The in-class group discussion was considered as the most contributing activity to the instillment of character values. Character values of religiosity, patriotism, and nationalism were less occurred among the students. Furthermore, the use of ICT-based learning media such as YouTube, WhatsApp, the Internet, and mobile phone could instill character values of independence, creativity, teamwork, activeness, and criticality. However, few students perceived that such learning media could influence them to commit cheating or become less concentrated during group discussion. This study emphasizes the teacher’s roles in designing learning activities oriented to developing the students’ English language skills and character.

CAN TECHNOLOGY-ENHANCED FLIPPED LEARNING INSTILL CHARACTER EDUCATION? INDONESIAN UNDERGRADUATE EFL STUDENTS’ PERCEPTIONS Risa Triarisanti; Arif Husein Lubis; Velayeti Nurfitriana Ansas
English Review: Journal of English Education Vol 10, No 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.4687

The advantages of incorporating technology-enhanced flipped learning in English classrooms are nothing new. However, the impact of incorporating the learning method on the occurrence and decline of students’ characters has not much been revealed. This study aims to fill the void by exploring the students’ perceptions of whether flipped learning and the use of technology in learning English can instill character education. Eighty-four (n=84) Indonesian undergraduate EFL students participated in this study. A 22-item questionnaire with a checklist and open-ended types was filled out after the students completed a 16-week course. While percentages were obtained from the checklist responses, codes and categories were generated from the open-ended responses. The results revealed that flipped learning could instill character values of responsibility, independence, and curiosity. The in-class group discussion was considered as the most contributing activity to the instillment of character values. Character values of religiosity, patriotism, and nationalism were less occurred among the students. Furthermore, the use of ICT-based learning media such as YouTube, WhatsApp, the Internet, and mobile phone could instill character values of independence, creativity, teamwork, activeness, and criticality. However, few students perceived that such learning media could influence them to commit cheating or become less concentrated during group discussion. This study emphasizes the teacher’s roles in designing learning activities oriented to developing the students’ English language skills and character.

Analisis Pembentukan Istilah-Istilah Linguistik dalam Bahasa Korea dan Bahasa Indonesia Didin Samsudin; Jayanti Megasari; Risa Triarisanti; Ashanti Widyana; Hima Ragillia Dwinanda Putri Mahendra
JLA (Jurnal Lingua Applicata) Vol 6, No 2 (2023)
Publisher : DBSMB, Vocational College of Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jla.76971

This study was conducted to fulfill the need of students to understand linguistics courses in the Korean Language Education Study Program. The student’s understanding of linguistics starts from their ability to understand the linguistic terms. This study deals with the formation of linguistic terms in Korean language compared to their formation in Indonesian language. It is necessary to analyze Indonesian terms’ formation to find their equivalent terms. It is found that Korean linguistic terms are generally changed into Indonesian as a whole. Although some terms originate from foreign languages, the majority have undergone adaptation and adjustments to be more comprehensible. In contrast, Indonesian linguistic terms are influenced by their source language. Meanwhile, Indonesian linguistic terms are influenced by the language of origin. The formation of terms is also analyzed based on the word formation process by using morphological theory to determine the formation pattern. This research may answer the function of these terms in the process of understanding linguistics lectures at the Korean Language Education Study Program, FPBS, UPI.

Telaah dimensi proses kognitif pada soal pengayaan buku teks bahasa Korea untuk penutur asing Alfia Rizky Zulianty; Didin Samsudin; Risa Triarisanti; Arif Husein Lubis
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 6 No 3 (2023)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v6i3.706

This study aims to assess the application of cognitive processing dimensions to the enrichment questions in the Korean book entitled 아하 한국어 2/Aha Hanguko 2 which contains 141 questions in 12 chapters. The cognitive process dimension is divided into six levels with two categories, namely lower order thinking skills and higher order thinking skills. The method used in this research is qualitative by using textual analysis. The results of the research in the book are that the enrichment questions do not yet contain all levels of cognitive process dimensions because there are no questions at the C5 - Evaluation level. However, there are still questions with other higher order thinking skills categories, namely levels C4 - Analysis and C6 - Creating. The enrichment questions are still dominated by the level C2 - Understanding which is a category of lower order thinking skills. Based on the results of the research, it can be seen that the book does not contain enrichment questions with the level of dimensions of cognitive processes that are included in the category of higher order thinking skills optimally. This can have an impact on the lack of sharpening of students' critical thinking skills.

MOBILE-ASSISTED LANGUAGE LEARNING IN KOREAN LANGUAGE CLASSES: INDONESIAN UNDERGRADUATE STUDENTS’ EXPERIENCES AND PERCEPTIONS Arif Husein Lubis; Risa Triarisanti; Didin Samsudin; Velayeti Nurfitriana Ansas
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i2.5724

The ubiquitous presence of mobile devices has benefited the implementation of foreign language learning through Mobile-Assisted Language Learning (MALL). Previous research highlights the portability aspect of mobile devices such as smartphones that can lead to spontaneous, flexible, and personalized learning activities. However, challenges remain; particularly the connectivity issues. The present study seeks to continue the discussion by investigating 79 Indonesian undergraduate students’ experiences and perceptions of MALL in their Korean language classes. The data were obtained by distributing a questionnaire to the students. The validity and reliability coefficients were also measured. Interview sessions were conducted afterward with eleven students to dig for further explanations. The results demonstrate that most students used smartphones for sending messages to peers, checking notifications, accessing materials, submitting their work, and sending messages to lecturers. Regarding the applications used, they frequently utilized smartphones for accessing Google Classroom, Zoom, and WhatsApp during their Korean classes. The results also revealed that while they perceived MALL as useful and flexible for learning Korean toward increased language skills, motivation, autonomy, and critical thinking, technical problems, and connectivity issues remain to be the main challenges. This study discusses some concerns in implementing MALL and its implications for future research.

Modality in the campaign speech of Republic Korea presidential candidate Moon Jae In (문제인) in 2017 Dinar Asri; Risa Triarisanti; Didi Sukyadi
Journal of Korean Applied Linguistics Vol 1, No 2 (2021): Journal of Korean Applied Linguistics
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jokal.v1i2.34280

Speech is a form of expressing thoughts in the form of words addressed to many people. In a speech, the speaker usually expresses one’s attitude or assessment toward someone, as called modality. This study discussed the modalities contained in the campaign speech of presidential candidate, Moon Jae In, at the presidential election of the Republic of Korea in 2017. Through this speech, Moon Jae In could win the hearts of the Republic of Korea people and win the election in 2017. The theory used in this research was the modality theory, proposed by Sun Hye Ok (2016). This study used descriptive qualitative methods, namely reporting and assessing the linguistic data through modality theory as an analytical tool. The results of the analysis showed that there were 63 forms of modality in it. There were 6 forms 명제양태 (proposition modality) and 57 forms 사건양태 (event modality). The percentage of data 명제양태 (prediction modality) was 10% and 사건양태 (event modality) was 90%, so it could be said that in his speech, Moon Jae In revealed more forms of disclosure for the future. Those forms were evidenced through sentences that contain abilities, musts, and goals for the future.

Blended learning to improve students’ independence in learning basic Korean Alya Darajat Kamilah; Nuria Haristiani; Risa Triarisanti
Journal of Korean Applied Linguistics Vol 1, No 1 (2021): Journal of Korean Applied Linguistics
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jokal.v1i1.32782

Although previous research has demonstrated the significance of blended learning in foreign language learning, little attention is devoted to examining the influence of blended learning on students’ basic Korean learning process. This research aims to investigate the students’ perceptions of blended learning model in learning basic Korean. A quantitative and qualitative research method was employed by collecting data from questionnaires and interviews. This research involved 20 students in a Donasi Sambil Belajar (DOSILA) program. The DOSILA program was included as a learning program that used a blended learning model with a composition of 30% of e-learning and 70% of face-to-face learning. In addition, students’ perceptions of the blended learning model were examined. The results revealed that the application of blended learning as a new learning model could improve students’ learning independence properly. The students also informed that blended learning model assisted them to learn basic Korean easily with satisfaction. However, they encountered some obstacles such as forgotten schedules and poor internet connection. The results of this research can be a reference for future research to formulate more rigorous teaching framework.

The effectiveness of adding BTS teaching materials to improve the reading ability of Korean language students Fakhirah Khairunnisa; Herniwati Herniwati; Risa Triarisanti
Journal of Korean Applied Linguistics Vol 2, No 1 (2022): Journal of Korean Applied Linguistics
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jokal.v2i1.37436

In the current era, knowledge and technology are rapidly advancing. The rapid development of technology makes it easier for people to access the world. This study aims to determine the effectiveness of Learn Korean with BTS teaching materials in improving Korean reading skills with a sample of 46 Korean Language Education students year of 2020. The data collection technique used test instruments and questionnaires totalling 20 valid and reliable items each. This study used a quasi-experimental research method and the non-equivalent control group design. The results showed that the experimental class got an average pre-test result of 60.87 and an average post-test result of 85.43, while the control class got an average pre-test result of 62.83 and an average post-test result of 68.04. The paired sample t-test was used to determine differences in learning outcomes and the test results showed the significance value (2-tailed) was 0.00 (0.05), which means that there is a significant difference in the results of students’ learning before and after using the Learn Korean with BTS teaching materials. The results of the independent sample t-test show a significance value (2-tailed) was 0.00 (0.05), which means that there is a significant difference in learning outcomes between students who used Learn Korean with BTS teaching materials and those who used traditional learning materials. The results of the questionnaire show that students' opinions about learning using the Learn Korean with BTS teaching materials are positive.

Culture shock and difficulties of Korean students in Indonesia and the United States Berthananditya Pahlevi Smaradwi Rani; Risa Triarisanti
Journal of Korean Applied Linguistics Vol 2, No 2 (2022): Journal of Korean Applied Linguistics
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jokal.v2i2.47774

Overseas students will have difficulty adjusting to the norms and habits in the new environment. This impacts discomfort and unhappiness in adapting. This condition is termed culture shock. This study aims to determine the culture shock experienced by South Korean students and the difficulties in Indonesia and the United States. The data is collected by using a literature study with qualitative method. The result of this study shows that South Korean students in Indonesia and the United States experience culture shock and difficulties due to different cultures and languages with a percentage of 60-80%. The differences that arise between Korean students in Indonesia and the United States are the difficulties caused by transportation and services from students in Indonesia because they feel that transportation and services in Indonesia are still lacking and personal difficulties in the United States because of the individualism that makes most students in the US feel lonely and find it difficult to express. However, despite experiencing culture shock, this Korean student tried to adjust to the new culture with several efforts, such as doing private lessons with Indonesians, then hanging out and communicating with Indonesians, and trying to compromise with the culture and social rules around him so that he well received and as it is. Meanwhile, adaptation efforts in the United States include conducting orientation sessions and meetings with advisors and making teams when studying with students in various countries to help break down the natural tendency to get along with students from their nation.

Bahasa Maskulin dalam Drama All of Us Are Dead Bintang Gemilang Aristawidya; Risa Triarisanti; Ashanti Widyana
Syntax Idea Vol 6 No 7 (2024): Syntax Idea
Publisher : Ridwan Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/syntax-idea.v6i7.3975

Penelitian ini membahas tentang fitur bahasa laki-laki. Laki-laki dan perempuan memiliki gaya bahasa yang sangat berbeda. Tujuan dari penelitian ini adalah untuk mengidentifikasi serta menganalisis fitur bahasa laki-laki berdasarkan teori Jennifer Coates dengan objek penelitian berupa drama Korea yang berjudul All Of Us Are Dead. Penelitian ini merupakan penelitian deskriptif kualitatif dengan teknik analisis berdasarkan teori Miles, Huberman, dan Saldana yaitu reduksi data, penyajian data, penarikan kesimpulan dan verifikasi. Hasil penelitian ini menemukan terdapat dua fitur bahas laki-laki yang ditemukan yaitu perintah dan arahan serta umpatan dan bahasa tabu. Fitur umpatan dan bahasa tabu menjadi fitur yang paling banyak ditemukan karena laki-laki bisa mengumpat di kondisi apapun baik saat sendiri maupun bersama orang lain. Perintah dan arahan antara laki-laki dan perempuan juga berbeda, laki-laki lebih sering untuk memberikan perintah secara langsung dan kuat untuk menunjukkan kontrol sedangkan perempuan tidak

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