The Use of Keyword and Imagery Mnemonic for Vocabularies Learning for AFL Students

Sari, Risna Rianti

doi:10.22219/izdihar.v1i2.7294

Cited by 3 publications

(3 citation statements)

References 6 publications

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“…Proses0pembelajaran...yang menyenangkan dengan menggunakan teknik mnemonic dinilai dapat memudahkan siswa dalam mengingat/materi pembelajaran. Teknik..mnemonic/adalah salah satu alternatif dengan/membuat..asosiasi berbagaifakta agar/lebih/mudah..untuk diingat (Sari, 2018). Teknik mnemonic menghubungkan informasi baru dengan informasi lama menggunakan gambar, kata, huruf, atau kombinasinya (Bahrami, Izadpanah, & Bijani 2019).…”

Section: Pendahuluanunclassified

Peningkatan Hasil Belajar Melalui Teknik Mnemonic pada Pembelajaran Matematika

Halwiah

Wang

Majid

et al. 2021

ajme

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The purpose of this study is to find out the improvement of mathematical learning outcomes through mnemonic techniques. This research includes class action research (CAR) which lasts for two cycles. Students class VIIA MTs Muhammadiyah Syuhada Kota Makassar is the subject of this research. Tests of learning outcomes and observation guidelines are instruments used in this study. Descriptive analysis is a data analysis technique used in this study. Descriptive analysis results show an increase of 1.45, with the average value outcome of learning mathematics after application of mnemonic techniques in cycle I is 74.55 and in cycle II is 76. The completion of learning outcomes also increased by 10.70%, the completion in cycle I by 71.40% and in cycle II by 82.10%. It can be concluded that mnemonic techniques are able to improve students' memory in learning so that the material that has been obtained before is not easily forgotten.

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Section: Pendahuluanunclassified

Peningkatan Hasil Belajar Melalui Teknik Mnemonic pada Pembelajaran Matematika

Halwiah

Wang

Majid

et al. 2021

ajme

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“…The method used must be in line with what the students like. when learning any language, a student needs various teaching methods to stimulate the student's memory (Anggaira Et Al., 2022;Leba Et Al., 2021;Sari, 2018).…”

Section: Introductionmentioning

confidence: 99%

Improving Mastery of Indonesian Vocabulary through Music Mnemonic Method and Picture Cards in Elementary School

Wahdian,

Kusyairi,

M. Khoiri

2023

International j.of Elementary Education

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At this time, the subject of Indonesian is not a compulsory subject in schools. However, mastering Indonesian vocabulary still requires more work for many students. The complex information in the linguistic rules of the language subject in Curriculum 2013 makes it difficult for students to memorize. This study aims to improve grade 4 Indonesian vocabulary mastery in elementary school through music mnemonic and picture card methods. The research design used was a quasi-experimental study with a between-subject design. The between-subject design is an experimental research design involving two or more groups given different treatments. The design used in this study was a pre-test-post-test control group design. The participants were 30 students aged 9-11 with Indonesian vocabulary mastery scores below the average. The results showed an increase in Indonesian vocabulary mastery through music mnemonic and picture card methods for grade 4 students in elementary school. The group with music mnemonics has the highest score due to the multimodality of various memorization methods that impact the chunking effect on working Memory so that new information can more easily enter the Long-Term Memory. It is concluded that the use of accrostic-type mnemonic techniques has a significant effect on students’ memory level. This study provides input to teachers and schools to combine several methods in providing learning in accordance with children's cognitive development stage.

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“…Many students are also able to receive messages for themselves but fail to convey to others because of their weak translation skills (Hidayatullah, 2017), but many students have difficulty in understanding Arabic texts. Instead of text, students are only able to translate one or two paragraphs for each meeting because students have different abilities with limited time to be able to complete the translated text (Sari, 2018). Students need a framework that prioritizes field meaning (Asrori, 2016), meaning relation (Nikmah, 2019), function over structure and correctness (Caplan, 2019), and human culture (Mahbubah, Biahmada, & Mauludiyah, 2020).…”

Section: Introductionmentioning

confidence: 99%

Improving Quality of Arabic Translation Course through Jigsaw Cooperative Learning

Fitriyah

Fauzi

2020

JIz

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Translation is not only a process of language transfer, but also a transfer of culture from the source language to the target language. For this reason, translators must have broad and rich insights. The process to enrich cultural insights, knowledge, and treasures in the translation process can be formed through Jigsaw learning model because it is student-centered learning and requires them to independently seek and share knowledge. This study aimed to improve the ethos of students learning in Arabic translation subject and to improve students’ Arabic translation quality. This classroom action research was conducted two cycles (repeated seven times). Each cycle referred to Spiral Model by Kemmis, McTaggart, and Nixon. The subjects were 52 students of C Class and D Class in Terjemah Arab-Indonesia Course at Arabic Language and Literature Department of UIN Sunan Kalijaga Yogyakarta. The data of students’ learning ethos were obtained from performance grading rubric in Jigsaw learning and the data of Arabic translation quality were obtained from students worksheet assesment and end-of-cycle Arabic translation test. The results showed that Jigsaw improved (1) the the ethos, the activeness, and the independence of students in seeking and sharing knowledge through Jigsaw and (2) the quality of Arabic-Indonesia translation. This model was effectively used for this course because students can translate longer texts with relatively short time.

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The Use of Keyword and Imagery Mnemonic for Vocabularies Learning for AFL Students

Cited by 3 publications

References 6 publications

Peningkatan Hasil Belajar Melalui Teknik Mnemonic pada Pembelajaran Matematika

Peningkatan Hasil Belajar Melalui Teknik Mnemonic pada Pembelajaran Matematika

Improving Mastery of Indonesian Vocabulary through Music Mnemonic Method and Picture Cards in Elementary School

Improving Quality of Arabic Translation Course through Jigsaw Cooperative Learning

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