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<![CDATA[PROMOTING TOTAL PHYSICAL RESPONSE (TPR) METHOD ON EARLY CHILDHOOD ENGLISH LANGUAGE TEACHING ]]>
<![CDATA[Nuraeni, Cicih]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 20, No 2: Agustus 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v20i2.7144
<![CDATA[The purpose of this study was to describe the use of Total Physical Response (TPR) method on early childhood English Language Teaching (ELT) at Panti Asuhan Yauma Jakarta and to know the students? response after learning English using TPR method. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta . The class consist of 6 students which their age was around 5 to 11 years old. The data collected through observation and interview both teacher and students. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 6 (six) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, speaking easily,and intonation. The results showed that there was any improvement on vocabulary score about 26.16 and comprehension score about 27.16. The research finding firstly showed the TPR method was able to be applied to children because they enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for early childhood. It was proved by the score from pre-test and post-test.]]>
<![CDATA[THE NEGATIVE EFFECTS OF ETHNOCENTRISM IN MY BIG FAT GREEK WEDDING MOVIE ]]>
<![CDATA[Permatasari, Riana]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 20, No 2: Agustus 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v20i2.7401
<![CDATA[This study analyzes the negative effects of ethnocentrism in My Big Fat Greek Wedding movie by Joel Zwick. The data were in the form of dialogues and monologues collected by watching the movie, reading the script, identifying the data based on the research problem, and classifying the data.. Based on the findings, there are three negative effects of ethnocentrism shown by ethnocentric people. First, ethnocentrism builds a strong belief that their culture is superior to others. Second, ethnocentric people will perform high level of egocentrism. Third, ethnocentrism will affect inter-cultural communication in negative way. These three negative effects happen because ethnocentric people tend to focus only in group and evaluate other cultures based on their standards.]]>
<![CDATA[DETERMINAN KREATIVITAS GURU SEKOLAH DASAR PASCA PENDIDIKAN DAN LATIHAN PROFESI GURU ]]>
<![CDATA[Slameto, Slameto]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 20, No 2: Agustus 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v20i2.6929
<![CDATA[The 112 Semarang State University Rayon 2017 held 6 stages ofTPET (Teacher Professional Education and Training which eachstage consistsof 6 classes) for elementary school teachers. One ofthe goals is toincrease the creativity of theparticipants. Theproblem in this study ishow effective is TPET in increasing teachercreativity? Given that thereare many factors that influence teachercreativity as a manifestation of thesuccess of the TPET, in themanagement of education and training, one ofthe determiningfactors needs to be chosen; which in this study is limitedto theinternal factors of the teacher in question, namely: (1)independence, (2) teacher's understanding and (3) teacherdiscipline after theTPET. The next problem, among others:independence, Teacher's understanding and (3) discipline, whichfactors determine the effectiveness ofTPETin increasing teachercreativity? Data was collected with a rating scale that has beentested valid and reliable.TPETis effective in shaping teachercreativity. There is only 1 predictor variable, namely teachingdiscipline which is a determinant of teacher creativity. Teacherdiscipline influences (positive and significant) on teacher creativityby 35.80%. Both variables: understanding and independence areexcluded from this model.]]>
<![CDATA[BENTUK TES TOEFL UNTUK MAHASISWA UNIVERSITAS KALTARA: STUDI KUALITATIF ]]>
<![CDATA[Utomo, Aries]]>;
<![CDATA[Damayanti, Puardmi]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 20, No 2: Agustus 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v20i2.7376
<![CDATA[TOEFL is one of the tests used to measure a person's level of English with three forms of tests, namely (1) listening comprehension, (2) structure and written expression, and (3) reading comprehension. In addition to being used as a requirement when applying for a job, the test is also used by students for the purpose of college or as a condition for graduation. However, there are several universities that do not carry out these tests, one of which is Kaltara University. This study aims to describe kinds of TOEFL tests which are able to work by Kaltara University students. The research method used is qualitative. This study uses data collection techniques, namely: (1) observation, (2) interviews, and (3) document analysis. The data analysis techniques used are Miles and Huberman Models. The results of this study indicate that (1) the hardest test done by the students is listening, meanwhile the easiest test done is structure and written expression; and (2) the ability of Kaltara University students had an average TOEFL score, 460 which was categorized as a minimum standard. Therefore, there needs to be an increase in TOEFL scores for Kaltara University students.]]>
<![CDATA[PENGARUH KUALITAS STRATEGI MEMBACA TERHADAP PRESTASI AKADEMIK ]]>
<![CDATA[Suprihadi, Suprihadi]]>;
<![CDATA[Syafei, Muh.]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 20, No 2: Agustus 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v20i2.6932
<![CDATA[The dual-role of the students of English Education Department Teacher Training and Education Faculty Muria Kudus University as both English language learners and language users gets them to be autonomous, effective, efficient, and strategic readers. The objective of this research is to investigate the relationship between quality of the reading strategy and academic achievement of the students. The subjects of this research were 104 students of EED UMK comprising of all semesters taken randomly. The instrument used was closed-ended questionnaire. The result of this research reveals that there is no relationship between quality of the reading strategy and academic achievement, meaning that the quality of reading strategy does not influence the academic achievement of the students. Implikasions and recommendations for the institution and for further research were proposed.]]>
<![CDATA[IDENTIFIKASI BENTUK PEMBINAAN SEKOLAH TERHADAP SISWA DENGAN PERILAKU JUVENILE DELINQUENSI ]]>
<![CDATA[Nasucha, Yakub]]>;
<![CDATA[Sabardila, Atiqa]]>;
<![CDATA[Pratiwi, Dini Restiyanti]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 20, No 2: Agustus 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v20i2.7085
<![CDATA[Penelitian ini bertujuan untuk mengindentifikasi bentuk pembinaan yang dilakukan sekolah dalam menangani perilaku menyimpang remaja (juvenile delinquensi) bagi siswa SMA. Pengumpulan data dalam penelitian ini pengumpulan data wawancara tertulis. Wawancara tertulis dilakukan kepada mahasiswa baru program studi Pendidikan Bahasa Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Surakarta saat berada di semester 1. Mahasiswa baru merupakan alumni yang baru saja lulus dari SMA dengan pengalaman sebagai pengamat dan atau juga pelaku kenakalan remaja yang terjadi di sekolah. Selain itu, wawancara juga dilakukan kepada guru bimbingan konseling sekolah menengah atas yang ada di Surakarta. Wawancara tertulis ini dilakukan secara snowball yang selanjutnya dianalisis dengan analisis isi (content analysis). Hasil penelitian menunjukkan bahwa terdapat 7 variasi bentuk pembinaan yang dilakukan sekolah, di antaranya (1) pemberian nasihat, (2) pemberian motivasi, (3) pemberian pengarahan dan memanggil wali murid, (4) sosialisasi pengenalan lingkungan sekolah saat MOS, (5) hukuman yang disesuaikan dengan jenis pelanggaran, (6) diberi pelatihan dasar kepemimpinan, dan (7) dilakukan home visiting. Bentuk pembinaan yang diberikan disesuaikan dengan pelanggaran yang dilakukan siswa. Kata kunci: pembinaan, pencegahan, perilaku menyimpang, kenakalan remaja]]>
<![CDATA[IDENTIFIKASI BENTUK PEMBINAAN SEKOLAH TERHADAP SISWA DENGAN PERILAKU JUVENILE DELINQUENSI ]]>
<![CDATA[Yakub Nasucha]]>;
<![CDATA[Atiqa Sabardila]]>;
<![CDATA[Dini Restiyanti Pratiwi]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 20, No 2: Agustus 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v20i2.7085
<![CDATA[Penelitian ini bertujuan untuk mengindentifikasi bentuk pembinaan yang dilakukan sekolah dalam menangani perilaku menyimpang remaja (juvenile delinquensi) bagi siswa SMA. Pengumpulan data dalam penelitian ini pengumpulan data wawancara tertulis. Wawancara tertulis dilakukan kepada mahasiswa baru program studi Pendidikan Bahasa Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Surakarta saat berada di semester 1. Mahasiswa baru merupakan alumni yang baru saja lulus dari SMA dengan pengalaman sebagai pengamat dan atau juga pelaku kenakalan remaja yang terjadi di sekolah. Selain itu, wawancara juga dilakukan kepada guru bimbingan konseling sekolah menengah atas yang ada di Surakarta. Wawancara tertulis ini dilakukan secara snowball yang selanjutnya dianalisis dengan analisis isi (content analysis). Hasil penelitian menunjukkan bahwa terdapat 7 variasi bentuk pembinaan yang dilakukan sekolah, di antaranya (1) pemberian nasihat, (2) pemberian motivasi, (3) pemberian pengarahan dan memanggil wali murid, (4) sosialisasi pengenalan lingkungan sekolah saat MOS, (5) hukuman yang disesuaikan dengan jenis pelanggaran, (6) diberi pelatihan dasar kepemimpinan, dan (7) dilakukan home visiting. Bentuk pembinaan yang diberikan disesuaikan dengan pelanggaran yang dilakukan siswa. Kata kunci: pembinaan, pencegahan, perilaku menyimpang, kenakalan remaja]]>
<![CDATA[PROMOTING TOTAL PHYSICAL RESPONSE (TPR) METHOD ON EARLY CHILDHOOD ENGLISH LANGUAGE TEACHING ]]>
<![CDATA[Cicih Nuraeni]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 20, No 2: Agustus 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v20i2.7144
<![CDATA[The purpose of this study was to describe the use of Total Physical Response (TPR) method on early childhood English Language Teaching (ELT) at Panti Asuhan Yauma Jakarta and to know the students’ response after learning English using TPR method. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta . The class consist of 6 students which their age was around 5 to 11 years old. The data collected through observation and interview both teacher and students. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 6 (six) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, speaking easily,and intonation. The results showed that there was any improvement on vocabulary score about 26.16 and comprehension score about 27.16. The research finding firstly showed the TPR method was able to be applied to children because they enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for early childhood. It was proved by the score from pre-test and post-test.]]>
<![CDATA[THE NEGATIVE EFFECTS OF ETHNOCENTRISM IN MY BIG FAT GREEK WEDDING MOVIE ]]>
<![CDATA[Riana Permatasari]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 20, No 2: Agustus 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.23917/humaniora.v20i2.7401
<![CDATA[This study analyzes the negative effects of ethnocentrism in My Big Fat Greek Wedding movie by Joel Zwick. The data were in the form of dialogues and monologues collected by watching the movie, reading the script, identifying the data based on the research problem, and classifying the data.. Based on the findings, there are three negative effects of ethnocentrism shown by ethnocentric people. First, ethnocentrism builds a strong belief that their culture is superior to others. Second, ethnocentric people will perform high level of egocentrism. Third, ethnocentrism will affect inter-cultural communication in negative way. These three negative effects happen because ethnocentric people tend to focus only in group and evaluate other cultures based on their standards.]]>
<![CDATA[DETERMINAN KREATIVITAS GURU SEKOLAH DASAR PASCA PENDIDIKAN DAN LATIHAN PROFESI GURU ]]>
<![CDATA[Slameto Slameto]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 20, No 2: Agustus 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
Show Abstract
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DOI: 10.23917/humaniora.v20i2.6929
<![CDATA[The 112 Semarang State University Rayon 2017 held 6 stages ofTPET (Teacher Professional Education and Training which eachstage consistsof 6 classes) for elementary school teachers. One ofthe goals is toincrease the creativity of theparticipants. Theproblem in this study ishow effective is TPET in increasing teachercreativity? Given that thereare many factors that influence teachercreativity as a manifestation of thesuccess of the TPET, in themanagement of education and training, one ofthe determiningfactors needs to be chosen; which in this study is limitedto theinternal factors of the teacher in question, namely: (1)independence, (2) teacher's understanding and (3) teacherdiscipline after theTPET. The next problem, among others:independence, Teacher's understanding and (3) discipline, whichfactors determine the effectiveness ofTPETin increasing teachercreativity? Data was collected with a rating scale that has beentested valid and reliable.TPETis effective in shaping teachercreativity. There is only 1 predictor variable, namely teachingdiscipline which is a determinant of teacher creativity. Teacherdiscipline influences (positive and significant) on teacher creativityby 35.80%. Both variables: understanding and independence areexcluded from this model.]]>
