Analyze Youtube Video : “KEGIATAN TASYA KULIAH DI COLUMBIA UNIVERSITY - Tasya Journal’s #5”

Hello Everyone..... 

Welcome to my blog again. How are you? I hope you are fine and always be happy. This time I would like to analyze Youtube. And, I will analyze is Tasya Kamila’s Youtube channel. Do you know who that is Tasya Kamila? Surely you know, she is an artist and a young singer. And, she is still an artist and singer now. Although Tasya is still in entertainment life, she is also not forgetting his education. Tasya Kamila’s is a graduate from Indonesia of University and earned his bachelor’s degree, then she gets the scholarship to continue for a master’s degree in Columbia of University. Since studying at Columbia University, Tasya often creates content for the vlog about his life there. And this is one of them vlog from Tasya Kamila which tells about life there.

ANALYZE "KEGIATAN TASYA DI COLUMBIA UNIVERSITY"-Tasya Journal's #5

 
Review of analyzing:

In this video Tasya Kamila’s vlog when studying at Columbia University is told about the activities during studying there. The early activities that were usually before leaving for college was that of keeping her up early for worship, after that she was studying at the home before leaving for college and then breakfast before going to college. Before go to campus Tasya should checking of the weather in New York, because of weather in New York is cold but shinny and she always it, to avoid false costumes for goes to campus. Tasya just walking to the campus with a roommate from Indonesia too. Once we get to campus, Tasya showed the situation in SIPA the building. Tasya also showed of the learning activities when in the class. Tasya also relates how studying is similar in New York and in Indonesia. Tasya also relates that tasks she had, Tasya said the assignment should make a group work to be done, and the group has to choose for yourself but have limits for the member. Tasya prefers a library of SIPA for assignment. Tasya also showed canteen situation in SIPA and the food in the SIPA such as food court, restaurant and halal food. Tasya also relates if the building had no mucho la but one room was provided for prayer. Then Tasya also relates to use English in the class is important and she has difficult put words together for the ask question to the lecture. And tasya has spend to time for hangout and to enjoy the city of New York with his friend.

            Relationship with the Sociolinguistics course, in this Tasya Kamila vlog content, she  uses Indonesian to talk and explain his activities there. In the video, Tasya Kamila also uses code-switching several times to explain it in the video besides English and Indonesian. Tasya Kamila also participated in activities together with friends who were invited from Indonesia as well. Now she and his fellow countrymen use Indonesian to communicate. In the vlog video also Tasya Kamila started learning activities in New York that were different from in Indonesia. To communicate Tasya Kamila uses English to match the participants of different countries. English is an international language used for communication at Columbia University and accepted in New York. Therefore, as part of Columbia University students, Tasya Kamila must adapt the language to English. Tasya Kamila also showed that when she gathered together her fellow countrymen and friends who were not from Indonesia, she still used Indonesian to communicate with her fellow countrymen, but Tasya Kamila also explained to her different campus friends using English. The thing done by Tasya Kamila is code-mixing, that is, speakers using dominant language support a speech inserted in a language that is not other. Thus, people who are near Tasya Kamila need not feel disliked, according to Tasya, friends are very happy and enjoy the difference.

That's all from me, maybe the message that I can take from this Tasya Kamila Vlog video is interrelated and complementary in each other's countries and countries of others and remains friendly, polite to communicate with others.

THANKYOU EVERYONE-

Source :

https://www.youtube.com/watch?v=dn_P21D1Otg

FINDING AND DISSCUSSION JOURNAL "TEACHER STRATEGIES IN BUILDING THE STUDENTS OF THE KNOWLADGE OF THE FIELD IN TEACHING WRITTING NARRATIVE TEXT"

Hello Reader.....

Come back again on my blog. How are you all? Hope you are fine and happy always. Previously, I discussed comparisons between previous and current journals, and I reviewed several parts of my new journal, Introduction and Method. On this occasion at the blog I will discuss findings and disscussions in the journal "TEACHER STRATEGIES IN BUILDING THE STUDENTS OF THE KNOWLADGE OF THE FIELD IN TEACHING WRITTING NARRATIVE TEXT" from Astrina Nur Sundari, Nenden Sri Lengkanawarti, and Nicke Yunita Moecharam.

FINDING AND DISSCUSSION

This study found that the teacher applied three main strategies in the BKOF stage, those are 1) asked students to translate in most of the class discussion; 2) built students vocabulary; and 3) the point system. The teacher asked the students to translate the text because the teacher believed that if the students cannot understand the language, they cannot understand the topic being discussed. First, the teacher asked the students to translate the narrative text which took most of the class discussion. The purpose of translating the text was to help the students built their vocabulary. In this way, at the end of the lesson, the students were able to construct their own writing. After the students translated the text, the teacher asked them to share their answers related to the words they have translated. The students who shared their answer with the class were given one point.

This was done to encourage the students and to motivate them in learning English. It seemed that when teaching writing narrative text, the teacher emphasized on building the students’ vocabulary. The teacher believed that if the students did not have sufficient vocabulary they could not understand what the text was about. Students 1, 2, 3, 5 and 6 have the same opinion related to the translation strategy. They said that teacher’s strategy, which was translating, was helpful for them. They were having a hard time in understanding the text they are reading, if the teacher did not translate the text, from English to Bahasa Indonesia.

They also needed the teacher’s assistance in translating the text because sometimes one word could have different meaning depending on the context. Students need to know the meaning of unfamiliar words in the text to help them understanding the text and eventually they can use the words in appropriate context. This is regrettable because the students tend to forget what they have learned in the classroom especially when they do not review the new words later. If they failed to understand the meaning, it may hinder them in understanding new material. It is important for the teacher to encourage the students to understand not only the meaning written in dictionary but also the concepts it conveys within the text.

In the second meeting, the teacher was more focused on building the students’ vocabulary by translating the difficult words from the short story. The teacher asked the students to write the words they found difficult on the whiteboard. An interesting fact that the writer found when observing the teacher’s performance was that the teacher forgot to change the verb from the infinitive form into past tense. This may be caused by the teacher’s awareness of the writer’s presence and the teacher told the writer in the interview that it was the first time she was being the subject of observation. Another reason was that, for most Indonesian, the concept of past tense is not introduced in learning Bahasa Indonesia. So, such notion is subconsciously emerged into the teacher’s performance. This is quite common in the case of non-native speakers of English.

The second strategy was giving rewards to the students with points which would added to their final English score. The teacher used the point system to motivate the students, to make them more actively participating in the teaching and learning process. All of the students agreed that the point system motivate them to actively participating in the teaching and learning process. However, the point system strategy did not build the students’ background knowledge of narrative text. This strategy was only limited to make the students enjoyed the learning process and became more active in term of answering questions in the class because they wanted to earn extra points from the teacher. When the teaching and learning was taking place, some students did not pay attention to the lesson. As for the punishment, the teacher did not apply specific punishment. In this situation, the teacher approached their seat and gave them verbal warning. This strategy was quite effective but only for a short time. The students’ active participation is necessary when they are learning language because they need to be an independent learner.

It may be enough in this discussion that hopefully in this discussion you who read it can add useful insights and knowledge from my article.

Thankyou Everyone-

TEACHER'S STRATEGIES IN BUILDING THE STUDENTS OF KNOWLADGE OF THE FIELD IN TEACHING WRITING NARRATIVE TEXT (THE COMPARISON AND REVIEW)

Hello Reader....

Come back again on my blog. How are you all? Hopefully you are always healthy. For this blog, I will discuss about the second journal that I will review. Previously I will explain the similarities and differences in the previous and current journals that I will discuss from Introduction to Method.

Similarities and differences

In previous journal differences I discussed about TEACHING GOOD CHARACTER IN A Narrative TEXT THROUGH STORYTELLING and for now I will discuss the journal TEACHER’S STRATEGIES IN BUILDING THE STUDENTS OF KNOWLADGE OF THE FIELD IN TEACHING WRITING NARRATIVE TEXT. So, the difference between the two journals is the purpose of teaching each journal, in the first journal the teacher teaches a good teaching character in narrative texts through storytelling. Whereas the second journal here focuses more on the teacher, namely investigating the teacher's strategy at the stage of building field knowledge, especially teaching narrative text. In the equation here for the two journals, the two journals use teaching about narrative text where the two journals use the writing skill method.

INTRODUCTION

Based on the curriculum, teaching English for Junior High School has to do with the genre and it is supported by systemic functional linguistics (SFL) and involves several approaches; one of them is a genre-based approach (MONE, 2006; Emilia, Hermawan & Tati, 2008, Emilia, 2010; Nurviyani, 2013). The Genre Based Approach is an important approach in the field of English language teaching (Derewianka, 2003). I need a teacher to be able to teach students many types of texts. There are at least five types of texts taught at junior high level in Indonesia Indonesia: descriptive, procedural narratives, narrating, and reporting (Ministry of Education and Culture, 2013). Narrative text is usually taught in the form of folklore and fairy tales. There is a framework for teaching genres, referred to as the Curriculum Cycle which consists of three main stages: Modeling, Joint Negotiation of Text and Independent Text Construction (Emilia, 2011). Some authors, as quoted in Emilia (2011), add one or two stages to the cycle, such as the Preparation stage proposed by Derewianka (1990) and Negotiating Fields and the Deconstruction stage proposed by Rothery (1996) or Building Knowledge about the Field Stage proposed by Feez (2002). The model used in Indonesia is the Rothery model which includes Building Field Knowledge (Negotiation Field); Modeling (Deconstruction); Joint Construction; and Independent Construction (Emilia, 2011). Building Knowledge Field (BKOF) aims to build background students' knowledge to be able to write about the topic being discussed (Emilia, 2011; Svinicki, 1993; Beck & Jeffery; 2009). This stage is the most fundamental stage in the cycle that should be done to help students get to understand the context and its effects on how students understand new information (Emilia, 2010; Emilia, 2011; Svinicki, 1993). Equip students with appropriate and background knowledge that is quite similar to Lev Vygotsky's scaffolding theory. Students cannot understand their content learning if they cannot understand what they are learning (Cameron, 2000 as quoted in Thomson, 2012) and they need help teachers to help them understand the topic being studied (Gibbons, 2015; Maybin, Mercer & Stieter , 1992; Wilson & Devereux, 2014).

Basic Principles on Genre-Based Approach (GBA)

The Genre Based Approach is an approach that is relevant to the context of teaching English as a Foreign Language in Indonesia (Emilia, 2011). This approach has been used in the Indonesian language curriculum in teaching English.

Building Knowladge of Field (BKOF)
On the BKOF or Negotiating Field stage based on the Rothery model, the teachers need to identify several aspects before deconstructing a text.

Scaffolding
Equip students with appropriate and adequate background knowledge, in many ways such ways, similar to Lev Vygotsky's scaffolding theory. Scaffolding in the context of learning refers to "a process by which a teacher provides students with a temporary framework for learning" (Mulatsih, 2011, p. 102).

Narrative Genre

Joyce and Feez (2004) stated “A Narrative is a text type which tells a story in which people encounter a problem or crisis that they need to overcome…” (as cited in Emilia, 2010, p. 167). Furthermore, narrative texts are used to teach moral lessons, to amuse, and to explore social values (Joyce & Feez, 2004; Christie & Derewianka, 2008; Gibbons, 2009 cited in Emilia, 2010). In this study, narrative genre refers to the narrative texts which are commonly used in Indonesian English class such as folktales and fairytales.

Method

In accordance with the objectives of the study, descriptive qualitative methods were applied to describe the teacher's strategy in building students' knowledge of the field in teaching narrative text writing. This research was conducted at one public junior high school in Bandung. The participants of this study were English teachers who taught in eighth grade and one eighth grade first grade students in the 2016/2017 academic year. The selection of sites and participants is due to the following reasons. First, it is possible to conduct an investigation, where the narrative text is taught in the eighth grade. Second, teachers and students' willingness to participate in learning. Data collection techniques that involved four types of instruments included questionnaires, class observations, interviews, and document analysis. The questionnaire was developed based on the BKOF framework proposed by Hammond (1992) and the steps on the BKOF stage were suggested by Emilia (2011). The questionnaire consisted of 19 questions covered in goods. The type of closed questionnaire was chosen mainly for two reasons: 1) easier and faster for respondents to answer and 2) respondents were more likely to answer sensitive questions because questions were limited to the alternative set offered (Reja, et al., 2013). The statement in the questionnaire was written in Indonesian to give participants a better understanding of what was being explored in this study. The questionnaire consisted of 19 statements which included the previous teacher's knowledge of the Genre-Based Approach, the teacher's opinion on the implementation of the Genre-Based Approach focusing on the BKOF stage, and the teacher's strategy according to Emilia's framework and steps on the BKOF stage in genre-based teaching. The questionnaire uses a 4-point Likert scale that measures how teachers develop a teaching strategy when teaching narrative text writing. For example, in response to the statement "When choosing strategies for teaching writing, I always consider the age, ability, and student learning habits", respondents choose one of the following options 1 = strongly disagree, 2 = disagree, 3 = agree , and 4 = strongly agree.

DISSCUSSION "TEACHING GOOD CHARACTER IN A NARRATIVE TEXT THROUGH STORYTELLING"

Hello Reader...

How is everyone? Hopefully it's in good condition. For this time I will explain the last part of this journal namely Findings and Disscusion.

FINDINGS AND DISSCUSSION

The Process of Teaching Good Character of Respect in a Narrative Text through Storytelling

The activities carried out on pre-storytelling, the first step involved getting student attention, focusing students' minds on story content, introducing new vocabulary and getting predictive skills. In the first step students get attention, the student is shown the letter R-E-S-P-E-C-T on the board, and students are also shown the cover of a respect story book titled "Gilbert The Goat Learn Respect" for telling students about respect, with the main goal in terms of learning. In addition, students get an overview of their learning about respect.

The second step is during storytelling, conveying two main activities that tell the story itself and interact with students during the story time. When the story titled "Gilbert the Goat Learns Respect" is being Notified to students, there are a number of things that need to be applied namely movement, pantomime, variations in sound, different facial expressions and use of repetition. According to Ellis and Brewster stated that the follow-up activities are useful to unite learning and learning using language to connect learning to occur in the classroom with the real world. In line with this, activities given by the teacher to students at school after the storytelling step are teachers and students reviewing the stories given; teachers and students carry out follow-up activities about tribute stories; and the teacher ensures that students understand what respect is. in particular it involves activities aimed at encouraging students, preserving students' attention and support for students understanding the story.

Students’ Response to the Teaching of Good Character of Respect in a Narrative Text through Storytelling

The percentage of very high students who agree that storytelling activities carried out by teachers help them understand the contents of this narrative text in line with Herlina (2012) which states that narrative texts are considered complicated text for junior high school students because of long and sequential narrative texts, so sometimes students lose ideas about parts of the text and do not understand the overall context of the text, while narrative texts can contain good characters in moral values ​​that can be learned by students. In addition, Shapiro (1998) proposes that students have a high curiosity that they want to hear or read on the same thing so the characteristics told in the story can attract students and it will succeed especially in influencing students' thinking and behavior. Regarding the role of storytelling in helping students understand the narrative text shown by statements number two and third, all students in the class agree that storytelling helps them understand a narrative text. With regard to storytelling in helping students learn well the character of respect in the narrative text is indicated by statements number five, six and seven, it shows that storytelling is able to help students learn characters that are both respectful in narrative texts.

So from this blog, hopefully it will be useful and increase the insight of those who read it.

Thankyou Everyone-