Journal of Language Learning and Research (JOLLAR)
BIOEDUSCIENCE is a scientific journal in collaboration with the Association of Lecturer in Biology, Biology Education in Indonesia and Biology Association of Indonesia. This journal encompasses original research articles and short communications in the major of biology education and biology fields.
Articles
93 Documents
<![CDATA[Applying Formative Assessment through Edmodo to Evaluate Students’ Activities in Internship Program ]]>
<![CDATA[Hesmatantya, Vega]]>
<![CDATA[ Journal of Language Learning and Research (JOLLAR) Vol 3 No 1 (2019) ]]>
Publisher : <![CDATA[Department of Indonesian Language Education, Graduate School, University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Along with the curriculum alteration in higher education which the former one changed into KKNI (Kerangka Kualifikasi Nasional Indonesia) based curriculum, several changes occurred in English Education curriculum for bachelor degree. Significant adjustment appears when Pre-service Teaching Program (PPL) is replaced by internship program (Magang). The internship program has not been done in once; otherwise, it is applied three times during the study period. They are Magang 1 (dasar) ,2 (madya) and 3.(karya). This reflective study attempts to find out how Edmodo is used as a collaborative tool for formative assessment in evaluate students? activity in magang madya or Intermediate internship program and how the formative assessment using Edmodo gives benefit towards students? internship activity . Thirty six English Education students joined this intermediate internship program and they were divided into four groups to complete their internship in four Muhammadiyah schools in Surabaya. In order to know the benefit of using Edmodo in this evaluation, the participants were asked to fill in the survey. The finding shows that the implementation of formative assessment by using Edmodo as a platform is helpful. The students can do some improvement during their internship activity by considering the feedback given by the supervisor. They also get opportunity to obtain written feedback without having to wait offline meeting with the supervisor in the class. However, the use of Edmodo as a platform is still limited where some students still consider that weekly oral feedback is still needed to complete the written ones.]]>
<![CDATA[Teachers’ Atttitudes toward the Use of L1 in the EFL Classroom ]]>
<![CDATA[Suhayati, Lisa]]>
<![CDATA[ Journal of Language Learning and Research (JOLLAR) Vol 2 No 2 (2018) ]]>
Publisher : <![CDATA[Department of Indonesian Language Education, Graduate School, University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This study aims to determine the attitudes and beliefs of teachers regarding the use of L1 in EFL (English as a foreign language) and to describe the functions for which L1 was employed by the teachers. The participants of this study were 15 EFL teachers teaching at several schools in three provinces: Banten, West Java, and Jakarta (Indonesia). To collect data, the writer conducted Likert-scale survey and semi-structured interview to two teachers. The results showed that even though there were few of them were in doubt whether the use of L1 might negatively affect students? English learning, their attitudes were positive toward the use of L1 in the English classroom. The results also indicated that the teachers employed L1 in the classrooms as a teaching tool and as part of classroom management to maximize the learning outcomes.]]>
<![CDATA[A Case Study of Interactive Teaching in a Listening Session at a Language Institute ]]>
<![CDATA[Safitri, Hilma]]>
<![CDATA[ Journal of Language Learning and Research (JOLLAR) Vol 3 No 1 (2019) ]]>
Publisher : <![CDATA[Department of Indonesian Language Education, Graduate School, University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Improving listening skills is one of urgent problems in education. Insufficiency of students? linguistics and non-linguistics knowledge or background knowledge to comprehend ideas during listening could be solved by providing them with interactive tasks since to learn to listen is to learn to respond and to continue a chain of listening and responding. This study aims to uncover interactive teaching in a listening session at LBPP-LIA Kalimalang Jakarta. The subjects of the study were the students of Intermediate 3 together with their teacher. The object of the study were the aspects covered by classroom interaction: student-student and student-teacher interactions. Data collection consisted of audio-recording of the spoken exchange and note taking of all observed activities during the listening session. As a qualitative study, the findings were described in terms of words. The result showed the teacher seemed to be aware that interactive tasks in pair/group work would benefit the students. The interaction patterns taken place among participants involved in a discussion reflected an interactive teaching. However, the teacher should have developed his roles. He needed to vary his techniques in maintaining the interaction, therefore, the students were motivated to volunteer information, comment, or questions.]]>
<![CDATA[Alih Kode dalam Tuturan Penyiar Radio Swasta ]]>
<![CDATA[Tarmini, Wini]]>
<![CDATA[ Journal of Language Learning and Research (JOLLAR) Vol 2 No 2 (2018) ]]>
Publisher : <![CDATA[Department of Indonesian Language Education, Graduate School, University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Penelitian ini membahas alih kode tuturan penyiar radio swasta. Tujuan penelitian mendeskripsikan bentuk alih kode yang terjadi dalam tuturan penyiar radio swasta beserta penyebab yang melatarbelakanginya. Penelitian ini menggunakan desain deskriptif kualitatif. Sumber data dalam penelitian ini adalah tuturan penyiar radio swasta. Hasil penelitian menunjukkan bahwa peristiwa alih kode yang terjadi dalam tuturan penyiar radio swasta terdiri atas tiga jenis alih kode yang ditemukan yaitu jenis tag switching, intrasentential switching, dan intersentential switching Alih kode jenis tag switching disebabkan oleh beralihnya suasana, terpengaruh lawan bicara, dan perpindahan topik. Jenis alih kode intrasentential switching disebabkan oleh mengutip pembicaraan orang lain, perpindahan topik, ingin dianggap ?terpelajar?, terpengaruh lawan bicara yang beralih ke bahasa Inggris, dan menghindari adanya penggunaan bentuk kasar. Alih kode jenis intersentential switching disebabkan oleh mengutip pembicaraan orang lain, beralihnya media/sarana, ingin dianggap ?terpelajar?, terpengaruh lawan bicara yang beralih ke bahasa Inggris, perpindahan topik, dan kehadiran orang ketiga.]]>
<![CDATA[High Order Thinking Skills: Strategies for Raising Student’s Thinking Processes and Children’s Cognitive Development in Reading Comprehension ]]>
<![CDATA[Anggraeni, Reni]]>
<![CDATA[ Journal of Language Learning and Research (JOLLAR) Vol 2 No 2 (2018) ]]>
Publisher : <![CDATA[Department of Indonesian Language Education, Graduate School, University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This article presents various strategies for raising student?s high order thinking skills (HOTS) in reading comprehension. Basically, to be able to raise the capability of HOTS, a student is encouraged to have better thinking processes so that varied strategies to implement HOTS will work out properly and accordingly. Just like children? cognitive development, HOTS is best put into practice since early childhood. The strategies to improve the student?s critical thinking skills in reading comprehension are described thoroughly in three different ways: 1) seven strategies proposed by the National Reading Panel, 2) word reading skills proposed by Mellard et al. (2010), and 3) Vocabulary knowledge proposed by Wise et al. (2007). This article is developed based on the importance of 21st century skills proposed by National Commission on Excellence in Education, Common Core State Standards Initiative, Partnership for 21 Century Skills, and Secretary?s Commission on Achieving Necessary Skills to be included in today?s curriculum. According to the one of the organisations proposing the 21st century skills, students and young generation are demanded to be able to acquire specific soft skills pertaining to critical thinking.]]>
<![CDATA[English Calques in Bangla ]]>
<![CDATA[Morshed, Sarwar]]>
<![CDATA[ Journal of Language Learning and Research (JOLLAR) Vol 3 No 1 (2019) ]]>
Publisher : <![CDATA[Department of Indonesian Language Education, Graduate School, University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Two hundred years of colonial rule brought the Anglophones in close proximity to the Banglophones. This long time interaction resulted in bilingualism which ultimately paved the way for lexical penetration from English into Bangla. This influx is manifest in the corpus of the Bangla language. Viddyasagar in his Shobdosongroho (1823, Quoted in Musa and Ilyas, 2002:11) compiled a list of 40 English loanwords in Bangla. Within the timespan of nearly two centuries, according to Musa and Ilyas (2002), the lexical loan got multiplied by almost 88 times. Side by side borrowing direct anglicisms, Bangla has also borrowed hosts of indirect loans in the form of ?calques? or ?translation loans? from English. The prime focus of this paper is to trace the mechanisms by which Bangla produces calques from English sources. The results of this study reveal that Bangla has four types of calques ? single-word, multi-word, phrasal, and acronymic. While our data mostly conform to the global typology of calques, interestingly enough, Bangla has constructed a special class of calques which we have dubbed as ?Acronymic calques?. Translation acronyms are yet to be registered in the typology of calques. This curious calque type attested by our data can be added to the global typology of loan translations.]]>
<![CDATA[Campur Kode dan Alih Kode pada Proses Belajar Mengajar ]]>
<![CDATA[Mualimah, Eka Nurul]]>
<![CDATA[ Journal of Language Learning and Research (JOLLAR) Vol 2 No 2 (2018) ]]>
Publisher : <![CDATA[Department of Indonesian Language Education, Graduate School, University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Penelitian ini berkenaan dengan adanya perkembangan bahasa yang terjadi pada masyarakat khususnya Mahasiswa STKIP setia Budhi Rangkasbitung yang bilingual, mengakibatkan adanya campur kode dan peralihan kode. Permasalahan yang diteliti dalam penelitian ini berkenaan dengan, (1) bentuk campur kode, (2) bentuk alih kode, dan (3) faktor penyebab terjadinya campur kode dan alih kode. Metode yang dipergunakan adalah deskriptif kualitatif, yaitu suatu metode yang menginterprestasikan fenomena-fenomena yang terjadi pada tuturan Mahasiswa. Hasil peneltian menunjukan, bahwa dalam proses pembelajaran ditemukan 4 pencampuran kode dengan bentuk campur kode internal dan campur kode eksternal. Campur kode yang dilakukan Mahasiswa semester 1 dalam kegiatan belajar di temukan 11 serpihan kata. Faktor yang mempengaruhi campur kode dan alih kode yang dilakukan mahasiswa dan dosen kesulitan mencari padanan kata, kebiasaan, kesombongan, topik pembicaraan, hadirnya pihak ketiga, dan menghormati.]]>
<![CDATA[Peningkatan Keterampilan Menulis Narasi melalui Media Jejaring Sosial Facebook ]]>
<![CDATA[Sugiarti, Eni]]>
<![CDATA[ Journal of Language Learning and Research (JOLLAR) Vol 2 No 2 (2018) ]]>
Publisher : <![CDATA[Department of Indonesian Language Education, Graduate School, University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[Tujuan dalam penelitian ini adalah meningkatkan keterampilan menulis narasi siswa kelas IXA MTs Negeri 14 Jakarta melalui media jejaring sosial facebook. Metode penelitian ini adalah penelitian tindakan yang berlangsung 2 siklus. Siklus 1 dimulai dari perencanaan, pelaksanaan, evaluasi, dan refleksi. Siklus kedua memberikan kegiatan tambahan sebagai perbaikan perlakuan berdasarkan hasil refleksi siklus pertama. Hasil tes awal (pretes) kemampuan menulis narasi siswa rata-rata 63.4. Hasil tes akhir siklus I nilai rata-rata siswa meningkat dari 63,4 menjadi 68, dari 36 siswa siklus l hanya 11 siswa yang berhasil mencapai skor 70. Tes akhir siklus II lebih meningkat lagi dengan nilai rata-rata siswa 74,2. Seluruh subjek penelitian sudah memenuhi Kriteria Ketuntasan Minimum (KKM) yaitu 70. Dengan demikian, media jejaring sosial facebook dapat digunakan untuk meningkatkan hasil belajar menulis narasi siswa Kelas IXA MTs Negeri 14 Jakarta Tahun Pelajaran 2015/2016.]]>
<![CDATA[A Conversation Analysis of Adjacency Pairs in the Ellen DeGeneres’s Talk Show with Malala Yousafzai ]]>
<![CDATA[Tampubolon, Trihartina]]>
<![CDATA[ Journal of Language Learning and Research (JOLLAR) Vol 3 No 1 (2019) ]]>
Publisher : <![CDATA[Department of Indonesian Language Education, Graduate School, University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This research aims to find out the application of the types of adjacency pairs in a conversation script ?Malala Yousafzai? in talk show of Ellen DeGeneres. The writers used the conversation analysis approach to support research in analyzing data. Conversation analysis (CA) is the natural conversation that has participants two or more. Adjacency pairs is paired utterances by two different speakers. The method used is qualitative descriptive. The writer took the data from the ?Malala Yousafzai? conversation script on Ellen DeGeneres?s talk show. The data containing video and script, the duration is 8:09 minutes. This video is downloaded from http://www.eamus.it/videos/malala-at-ellens.htm. The writer analyzed the data by reading the script of the conversation and then classified the data according to the types of adjacency pairs. And then drawn conclusion. Adjacency pairs creates an obvious meaning in social interaction through conversation. Adjacency pairs has types and patterns. The pattern determines the meaning being delivered and minimize the misunderstanding between participants. And help people understand what people want to make particular language choices and what people mean. There are six types of the adjacency pairs found in ?Malala Yousafzai? conversation script in Ellen DeGeneres?s talk show.]]>
<![CDATA[The Effect of Teaching Techniques and Learning Styles to Improve Students’ Speaking Skill ]]>
<![CDATA[Yulyani, Rani Dewi]]>
<![CDATA[ Journal of Language Learning and Research (JOLLAR) Vol 2 No 2 (2018) ]]>
Publisher : <![CDATA[Department of Indonesian Language Education, Graduate School, University of Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This research aims, firstly, to analyze the significant effect of role-play and discussion techniques on the students? speaking skill. Secondly, to analyze the significant difference of the students who are holistic learners with those who are sequential learners regarding their speaking skill. Thirdly, to discuss the interaction regarding the teaching techniques and learning style concerning the students? speaking skill. The objects of the research were two classes of English department students, Universitas Pamulang (UNPAM). The instruments used were the speaking test and questionnaires. The method of the data analysis was quantitative using SPSS 20. The result of the research shows, firstly, there was a significant effect of the role-play technique and discussion on the students? speaking skill. Secondly, there was no significant difference concerning the students who are holistic learners with those who are sequential learners, regarding the speaking skill. Thirdly, there was no interaction between teaching techniques and learning styles in relation with students? speaking skill.]]>
