The development of interactive media on learning to write experience-based short stories is designed according to the needs and characteristics of students who are expected to be able to overcome all the problems in learning activities to write short stories and make students more active, independent and able to think critically. This research was carried out at Amanah Islamic Modern School Middle School in Medan. The data in this study are the results of observations, interviews, results of questionnaires validation of material and design of learning media, the results of questionnaires teacher perceptions of learning media developed, and student learning outcomes totaling 32 people. Data from observations in the form of learning values writing short stories totaling 32 students so far and the results of interviews in the form of opinions of two Indonesian language teachers related to learning to write short stories obtained from students and teachers of Indonesian. Learning outcomes in short story text writing material based on the experience of students of class IX-1 Amanah Middle School Islamic Modren School Medan after using interactive learning media are in the category of "very good" with an average value of 80 and average values before using interactive multimedia learning media for 69.37 which is in the "good" category.
This study aims to produce interactive multimedia development in learning of film review text for 8th grade students in Senior High School (SMP) 1 Tanjungmorawa. The research method uses Research and Development method which refers to the development of the Borg and Gall which was modified by Sugiyono. The results of the validation of material experts on the feasibility of the content obtained an average of 90.7% in the category of "Excellent" aspects of the feasibility of the language obtained an average of 100% with the category of "Excellent". For the assessment of the results of interactive multimedia validation by media experts an average of 84.7% with the category of "Excellent". Product trials are carried out in two stages: small group trials and limited field trials. Small group trials obtained an average percentage of 86.6 with the "Excellent" category. Limited field trials received an average percentage of 88.4 in the "Excellent" category. The effectiveness of teaching materials is obtained through student learning outcomes in the pretest and posttest. average score at pretest 44 and at posttest 77. This proves that interactive multimedia is feasible, easy, and effective for 8th grade students in Senior High School (SMP) 1 Tanjungmorawa.
This study aims to explore ineffective sentence constructions in French and explain the factors that cause ineffective sentence constructions in academic writing classes in the form of students’ theses. The study employed a qualitative approach through repeated reading activities with systematic observation and recording of the phenomenon of ineffective sentence construction in the students’ theses situated at a state university in Medan, Indonesia. The research sample is five theses from 2020 to 2022 cohorts. The data for theses writing were all French sentence constructions that are ineffective in the students’ theses contained in the Introduction chapter. The findings revealed that 134 ineffective sentence constructions were as follows, (a) incomplete sentence construction as many as 34 sentences (25%), consisting of sentences that did not have a subject, predicate, and object, subject and predicate were too far apart, did not pay attention to additional information with subordination clauses, not paying attention to intra-sentence and inter-sentence conjunctions, (b) 25 (19%) incoherent sentences, consisting of word order that did not clarify the sentence, errors in the use of prepositions, errors in the use of conjunctions, (c) 28 non-parallel sentences ( 21%), caused by the construction of ideas in a serial arrangement that is not the same in form, (d) 32 (24%) illogical sentences, consisting of inappropriate word choices, the dating of certain words that make it ambiguous, and the wrong arrangement of words or phrases illogical, (e) 15 (11%) non-efficient sentences, consisting of repetition of words that have been written, repetition of subject sentences, unnecessary parsing of words, pleonasms, writing of dates, months and years that are not appropriate, and the use of words relationship that is not necessary.
RÉSUMÉ Le but de cette recherche est de savoir les types de la séquence narrative : la situation initiale, l’événement perturbateur, l’aggravation, la lutte, la situation finale et la variées de séquence narrative qui se trouve dans le roman Vingt Mille Lieues sous les Mers par Jules Verne. La méthode de cette recherche est la méthode descriptive qualitative. Les donnés de cette recherche utilisent le roman Vingt Mille Lieues sous les Mers par Jules Verne au mois de janvier – mars 2016. Le résultat de cette recherche montre que les formes de séquence narrative dans le roman Vingt Mille Lieues sous les Mers par Jules Verne sont la situation finale, la lutte, l’aggravation, l’événement perturbateur, et la situation initiale. Mais, la situation initiale parfois n’existe pas à chaque chapitre, car le roman Vingt Mille Lieues sous Les Mers par Jules Verne est un roman d’aventure qui a des liens l’histoire entre les chapitres et les autres chapitres. Alors, l’histoire du roman Vingt Mille Lieues sous les Mers par Jules Verne commence par l’aggravation, car l’aggravation exprime en analysant en détail le rôle de tous les éléments du récit; l’acte qui provoque un conflit; comment les différends plus de chiffres séparés, avec un pic progressivement à travers les questions de conflit complexes et il y a 3 variées séquence narrative qui peut être trouvé dans le roman Vingt Mille Lieues sous les Mers par Jules Verne, entre autre : v, w, x, y, z, trouvées dans le roman au chapitre I et IV. Ensuite, w, x, y, z, trouvées dans le roman au chapitre II, VI, VIII et IX. Enfin, x, y, z, trouvée dans le roman au chapitre III, V et VII. Mots-clés : Séquence Narrative, Roman
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