Formulir Permohonan Pencatatan Ciptaan Data Permohonan
Nomor Permohonan : EC00201824446 Tanggal Pengajuan : 19-08-2018
Jenis Ciptaan : Poster
Judul Ciptaan : Teacher’s Beliefs, Language Learning Strategies and Media in Classroom Practices Uraian Ciptaan : Frame work and Summary of two research
Tanggal dan tempat diumumkan pertama kali
: Bali,18-11-2013
Pencipta
Nama Alamat Kebangsaan
Dr. Ir. Suciana Wijirahayu, M.Pd.
Perumahan Puribeta 1 Cluster Tanjung 2 Rt.003/Rw.012 No. 3A Kel. Larangan Utara Kec. Larangan
Indonesia
Pemegang
Nama Alamat Kebangsaan
Dr. Ir. Suciana Wijirahayu, M.Pd.
Perumahan Puribeta 1 Cluster Tanjung 2 Rt.003/Rw.012 No. 3A Kel. Larangan Utara Kec. Larangan
Indonesia
Kuasa
Nama Alamat Kota
Sentra KI UHAMKA Lembaga Penelitian Uhamka Gedung C FKIP Uhamka Jl. Tanah Merdeka No. 6 Kampung Rambutan Ps. Rebo
Jakarta Timur
Lampiran
Surat Kuasa (Melalui Konsultan) KTP
NPWP Peringatan Detail
Jakarta, 19-08-2018 Pemohon/Kuasa
t.t.d.
Tanda Tangan
Nama Lengkap Sentra KI UHAMKA
Catatan: Jika dalam jangka waktu 5(lima) hari kerja belum mendapatkan surat pencatatan ciptaan, agar menghubungi email: [email protected]
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SURAT KUASA
Saya yang bertanda tangan di bawah ini :
Nama : Dr. Ir. Suciana Wijirahayu, M.Pd.
Tempat/Tgl lahir : Malang, 31 Maret 1966 Pekerjaan : Dosen
Alamat : Perumahan Puribeta 1 Cluster Tanjung 2 Rt.003/Rw.012 No. 3A Kel. Larangan Utara Kec. Larangan Tangerang
15154
dengan ini memberi kuasa kepada:
Nama : Sentra KI UHAMKA
Alamat : Lembaga Penelitian Uhamka Gedung C FKIP Uhamka Jl.
Tanah Merdeka No. 6 Kampung Rambutan Ps. Rebo Jakarta Timur 13830
Untuk mengurus dan mendaftarkan karya cipta yang berjudul
Teacher’s Beliefs, Language Learning Strategies and Media in Classroom Practicespada Direktorat Jenderal Kekayaan Intelektual.
Jakarta, 18 Agustus 2018
Yang memberi kuasa, Yang menerima kuasa,
Dr. Ir. Suciana Wijirahayu, M.Pd. Sentra KI UHAMKA
SURAT PERNYATAAN
Yang bertanda tangan dibawah ini :
N a m a : Dr. Ir. Suciana Wijirahayu, M.Pd.
ERIC Kewarganegaraan : Indonesia
Alamat : Perumahan Puribeta 1 Cluster Tanjung 2 Rt.003/Rw.012 No. 3A Kel. Larangan Utara Kec. Larangan Tangerang 15154
Dengan ini menyatakan bahwa :
1. Karya Cipta yang saya mohonkan : Berupa : Posters
Berjudul : Teacher’s Beliefs, Language Learning Strategies and Media in Classroom Practices “
Tidak meniru Karya Cipta atau Karya Intelektual milik pihak lain; dan
2. Karya Cipta yang saya mohonkan pada Angka 1 tersebut di atas :tidak pernah dan tidak sedang dalam sengketa Pidana dan / atau Perdata di Peradilan;
3. Dalam hal ketentuan sebagaimana dimaksud dalam Angka 1 dan Angka 2 tersebut di atas saya / kami langgar, maka saya / kami bersedia secara sukarela bahwa :
a. permohonan karya cipta yang saya ajukan dianggap ditarik kembali; atau
b. Karya Cipta yang telah terdaftar dalam Daftar Umum Ciptaan Direktorat Hak Cipta, Direktorat Jenderal Hak Kekayaan Intelektual, Kementerian Hukum Dan Hak Asasi Manusia R.I. dihapuskan sesuai dengan ketentuan perundang-undangan yang berlaku.
Demikian Surat pernyataan ini saya / kami buat dengan sebenarnya dan untuk dipergunakan sebagimana mestinya.
Jakarta, 18 Agustus 2018 Yang menyatakan,
Dr. Ir. Suciana Wijirahayu, M.Pd.
The fact that English is a foreign language in Indonesia demands the students to have extra efforts if they would like to master English. In this case their beliefs about language learning and the language learning strategies might influence the learning process and in the end the achievement they afford.
Is there any development of the students' beliefs about language learning and language learning strategies if Film and Role play is used in the program? This study investigated effects of level of learners' intrinsic motivation and use of embedded motivational strategies with an enhanced-relevance component multimedia program for English as a foreign language learning.
The subjects of this research
One class of the third semester students all together who join Listening-Speaking 3 course 30 students
S
It is suggested for further finding about this research to investigate influence of this program to the students' communicative competence.
elected Films related to chosen themes by the preservice teachers that is combined with collaborative learning and performing in scenes Role play developed preservice teachers’
beliefs about language learning and their language learning strategies.
T h e D e v e l o p m e n t o f S t r a t e g y i n L a n g u a g e L e a r n i n g
0 2 0 4 0 6 0 8 0 1 0 0 1 2 0 1 4 0
1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0 2 1 2 2 2 3 2 4 2 5 2 6 2 7 2 8 2 9 3 0 3 1 3 2 3 33 4 3 53 6 3 7 3 8 3 9 4 04 1 4 2 4 3 4 4 4 5 4 6 4 7 4 8 4 9 5 0
I te m s in S I L L
Value
1 V a lu e B e f o r e F ilm a n d R o l e P l a y
2 V a lu e A f t e r F il m a n d R o le P la y
Film is one form of information and technology that is rich of sources of content for language courses. It is beneficial for classes that is often limited to provide visual support for other text-based and language content activities.
The idea of using students' selected films related to students' themes preferences combining with collaborative learning and role play is the focus
PRE-SERVICE TEACHERS' BELIEFS IN UTILIZING
FILM AND ROLE-PLAY IN EFL CLASSROOM PRACTICES
Suciana WIJIRAHAYU, UHAMKA, INDONESIA
FRIENDSHIP LOVE ADULTHOOD ADOLESCENCE
Theme 9-12
STRESS CONDITION INSTRUCTION OCCUPATION ACCOMODATION SHOPPING
Theme 3-8
TRANSPORTATON TRAVELING
Theme 1-2
I do't know 6%
Not much 20%
Do you feel motivated? Not Much 20%
Yes 73%
No 3%
Yes 76%
I don't know 3%
Not Much 13%
Yes 83%
Do you enjoy the classes? Would you like to go on with the program? Not Much 37%
Yes 63%
Do you think film and role play help you learn English?
Abstract
Key words : Film, roleplay, BALLI, SILL
Background of the Study
Research Question
Methodology
Result
Conclusion
Fill in BALLI and SILL questionnaires in meeting 1 Fill in BALLI and SILL questionnaires in meeting 16
Groups of four to five students
Each of the member are suggested to prepare one film as an alternative for group selected film.
In Listening Speaking 3 there 12 themes/situation In sixteen meetings the groups were asked to choose
4 out of 12 different themes
Choosing any films to find four different scenes (10-15 minutes) for four different themes
Transcribing the selected scene.
Roleplaying the selected scenes of the films Feedback from the students, from the other group
and from the lecturer in every meeting
T h e D e v e l o p m e n t o f e a c h T y p e o f B A L L I
0 1 0 0 2 0 0 3 0 0 4 0 0 5 0 0 6 0 0 7 0 0 8 0 0 9 0 0 1 0 0 0
F o r e ig n L a n g u a g e A p t it u d e
D i f fi c u l ty o f L a n g u a g e L e a r n i n g
N a tu r e o f L a n g u a g e L e a r n in g
L e a r n i n g C o m m u n ic a ti o n S t r a t e g y
M o ti v a t io n
T y p e o f B A L L I
Value
B e f o r e A f t e r
Evaluate the assessment and give feedback Playing the role play basd on the selected scene
Role play
Reviewing the pronunciation and expression Reading the script
Script Reading
Summaries and review
Fitting the character to the groups' member Give learning theories to master the information Analysing the characters
Rewriting the transcribe from the selected scenes Selected scenes (10-15 minutes)
Selected Themes
Group Work
Arouse interest and give motivation for learning Groups preferences
Personal preferences
Student's Selected Film
Preservice teachers beliefs more that: they have special ability for language learning; the most important part of learning a foreign language is learning vocabulary words and grammar and translation; they can get to know native speakers of Englisht to have better learnin; learning a foreign language is different from learning otheracademic subjects and it is important to practice with cassette or tapes.
The development of memory strategies cognitive strategies and metacognitive strategies is more than other strategies
They were also more motivated to learn English well to get better job, so they want to speak English well; to have native speaker of English friends as they believe that everyone can learn to speak a foreign language. Yet, they believe more that it is easier to read and write English than to speak and understand it.
of this research.
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