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The Utilizing Of Video Maker As A Media In Writing Greeting Card At Junior High School 1 Mantiat Pari

Dina Novita Sari, Indra Perdana, Ristati Ristati — Thu, 30 Mar 2023 00:00:00 +0000

Media is one of the essential things in the teaching-learning process. One of them is video maker. Video maker is one of the applications that can be used as a media in teaching writing. The research aim is to see the utilizing of video maker as a media in writing greeting cards. There were sixteen students as a sample, especially eighth grades students. The researcher gave them ten items’ of questionnaires. The findings of this research can be divided into two categories. The first was video maker gave the students motivation in learning English. They were in statement one (84,44%) statement two (94,44%), statement four (88,89%), and statement six (93,33%). All of the statements have category very high. It meant video maker gives the students motivation to learn writing. The second was the students interested in using video maker as a media in writing. They were in the third statement (81,11%) and the category was very high, the fifth statement (83,33%) and the sort was very high, the eighth statement (76,67%) and the sort was high, the ninth statement (68,89%) and the sort was high, the tenth statement (86,67%) and the sort was very high. There was no questionnaire in medium, low or very low levels. Based on the result, it can be concluded that the utilization of video maker as a media in writing at SMPN-1 Mantiat Pari was positive. The students gave a positive response to it.

Utilizing Tiktok In Project-Based Learning At Intermediate English-Speaking Class

Christina Wulandari Suripto, Indra Perdana, Maria Arina Luardini — Thu, 30 Mar 2023 00:00:00 +0000

Intermediate English Speaking expected the students to be able to use vocabulary that is relevant to the material and fully participated in casual conversation including describing an object. In the 21^st century, critical thinking, problem-solving, communication, and collaboration or 4Cs skills should be mastered by students. So, the lecturer uses Project Based Learning as the method suggested by the government, together with TikTok, the popular application among the students, which can facilitate them to achieve their goals. This paper will present the implementation of Project Based Learning in the Intermediate English Speaking class of English Department, FKIP, Palangka Raya University, and the utilization of the TikTok application as the tool for creating the project. This paper also describes the improvement of students’ speaking abilities in their video projects. The implementation of PBL in the Intermediate English Speaking classroom by utilizing TikTok is a great combination in increasing students speaking ability.

The Effectiveness Of Using Digital Storytelling Video In Teaching Speaking At SMK Telkom Banjarbaru

Sri Endang Ratnasari — Thu, 30 Mar 2023 00:00:00 +0000

The efficiency of using a Digital Storytelling film in the classroom to teach speaking skills by means of question-and-answer sessions was evaluated at the eleventh SMK Telkom Banjarbaru.The purpose of this study is to investigate whether or not the use of digital story telling video is beneficial in enhancing the students' ability to communicate orally.

The researcher used a purposive sampling method and took only class X the sample of the research which consisted of 37 students. In addition, the researcher applied an instrument of this research namely oral test. In pre-test and post-test, the researcher gave the topics through digital storytelling video to stimulate the students to speak in their daily activity. In pre-test and post-test, one by one of the students asked to speak face to face with the researcher in the class. After pre-test, the researcher applied a media of teaching as a treatment then the result of post-test was compared with the result of the student’s pre-test and find out the improvement of the students‟ speaking ability.

The findings of the data analysis revealed that the mean score on pre-tests was 3.45, while the mean score on post-tests was 4.54. These findings were based on the fact that the pre-tests were administered before the post-tests. It was discovered that the result of the t-test was 10.33, which was higher than the value of the t-table, which was 1.688. The level of significance that was used was 0.05, and the degree of freedom (df) that was used was 37-1, which equaled 36. That the alternative hypothesis was accepted while the null hypothesis was rejected was the implication of this.

Analisis Penerapan Si-Bajakah di Kelas X Boga 2 SMK Negeri 3 Palangka Raya

Muhammad Jailani, Fitriya Liyani Futri — Thu, 30 Mar 2023 00:00:00 +0000

Efisiensi penggunaan film Digital Storytelling di kelas sebelas untuk mengajarkan keterampilan berbicara melalui sesi tanya jawab dievaluasi di SMK Telkom Banjarbaru.Tujuan dari penelitian ini adalah untuk meneliti apakah penggunaan video bercerita digital bermanfaat atau tidak dalam meningkatkan kemampuan siswa untuk berkomunikasi secara lisan. Peneliti menggunakan metode purposive sampling dan hanya mengambil sampel penelitian kelas X yang berjumlah 37 siswa. Selain itu, peneliti menggunakan instrumen penelitian ini yaitu tes lisan. Dalam pre-test dan post-test, peneliti memberikan topik melalui video storytelling digital untuk merangsang siswa berbicara dalam aktivitas sehari-hari. Pada pre-test dan post-test, satu per satu siswa diminta untuk berbicara langsung dengan peneliti di kelas. Setelah pre-test, peneliti menerapkan media pembelajaran sebagai treatment kemudian hasil post-test dibandingkan dengan hasil pre-test siswa dan mengetahui peningkatan kemampuan berbicara siswa. Temuan dari analisis data mengungkapkan bahwa nilai rata-rata pada pre-test adalah 3,45, sedangkan nilai rata-rata pada post-test adalah 4,54. Temuan ini didasarkan pada fakta bahwa pre-test diberikan sebelum post-test. Diketahui bahwa hasil t-test adalah 10,33, lebih tinggi dari nilai t-tabel, yaitu 1,688. Tingkat signifikansi yang digunakan adalah 0,05, dan derajat kebebasan (df) yang digunakan adalah 37-1, yaitu 36. Bahwa hipotesis alternatif diterima sedangkan hipotesis nol ditolak adalah implikasi dari hal ini.

Analisis Kesulitan Pembelajaran Tematik Pada Peserta Didik Kelas IV-B SDN 4 Menteng Palangka Raya

Alhikmah Alhikmah, Agung Riadin — Thu, 30 Mar 2023 00:00:00 +0000

Penelitian ini bertujuan untuk menganalisis kesulitan pembelajaran tematik pada peserta didik kelas IV-B SDN 4 Menteng Palangka Raya.

Metode yang di gunakan dalam penelitian ini adalah metode kualitatif. Teknik pengumpulan data yang di gunakan adalah observasi, wawancara dan dokumentasi. Hasil penelitian mengungkapkan peserta didik mengalami kesulitan belajar tematik dikarenakan peserta didik mengalami kesulitan dalam pembelajaraan yang dilaksanakan di dalam kelas.

Hasil penelitian menunjukan bahwa kesulitan belajar yang dialami peserta didik yaitu kesulitan dalam pembelajaran tematik yaitu kebingungan dalam perpindahan mata pelajaran, nilai hasil belajar rendah, mengganggu teman saat pembelajaran berlangsung, tidak fokus, tidak memahami materi kurang konsentrasi, dan di rumah lebih banyak bermain handphone.

Perbedaan Hasil Belajar Peserta Didik Menggunakan Model Creative Problem Solving Dengan Problem Based Learning Berbantuan Media Audio Visual

Suhaibatul Aslamiah, Bulkani Bulkani, Rita Rahmaniati — Thu, 30 Mar 2023 00:00:00 +0000

Penelitian ini menggunakan pendekatan kuantitatif komparatif dengan desain penelitian Pretest-Posttest Nonequivalent Multiple Group Design. Kelas eksperimen 1 berjumlah 27 orang yang pembelajarannya menggunakan model Creative Problem Solving berbantuan media audio visual dan kelas eksperimen 2 berjumlah 25 orang yang pembelajarannya menggunakan model Problem Based Learning berbantuan media audio visual. Hasil penelitian menunjukkan bahwa tidak ada perbedaan yang signifikan terhadap hasil belajar IPAS pada peserta didik kelas IV SD Muhammadiyah Pahandut yang pembelajarannya menggunakan model Creative Problem Solving dan Problem Based Learning berbantuan media audio visual. Sebelum dilakukan analisis terhadap hasil belajar, hasil pre-test dianalisis untuk mengetahui kemampuan awal pada kedua kelas eksperimen tersebut menggunakan uji independent sample t test yang diperoleh bahwa nilai Sig. (2-tailed) sebesar 0,746. Jika nilai Sig. (2-tailed) > 0,05, sehingga tidak terdapat perbedaan hasil pre-test pada kelas eksperimen 1 dan 2. Pada uji Normalitas, kelas eksperimen 1 diperoleh nilai signifikansi pada pre-test adalah 0,178 dan post-test 0,200, sedangkan kelas eksperimen 2 diperoleh nilai signifikansi pada pre-test adalah 0,244 dan post-test 0,200. Nilai signifikansi tersebut lebih dari 0,05, sehingga data penelitian ini berdistribusi Normal. Pada uji Homogenitas pre-test diperoleh nilai signifkansi sebesar 0,610 dan post-test sebesar 0,246. Nilai signifikansi tersebut lebih dari 0,05 sehingga varians data post-test dan pre-test pada kelas eksperimen 1 dan 2 bersifat Homogen. Pada uji hipotesis menunjukkan bahwa nilai Sig. (2-tailed) sebesar 0,889 yang artinya nilai Sig. (2-tailed) > 0,05, sehingga dalam penelitian ini Ho diterima.