@detikcom adalah akun Instagram resmi detik.com yang merupakan sebuah web berisi berita dan artikel dalam jaringan di Indonesia. @detikcom membagikan kembali informasi yang telah dibagikan sebelumnya pada portal web berita detik.com pada halaman akun tersebut agar para followers dapat mengetahui perkembangan berita melalui beranda Instagram. Peneliti memilih followers aktif akun instagram @detikcom sebagai subjek penelitian karena terkait keaktifan mengikuti informasi akun tersebut, akan lebih besar kemungkinan informasi yang didapatkan. Penelitian_ini bertujuan untuk_mengetahui dan melihat adakah_pengaruh_antara efektivitas dan penggunaan media sosial akun instagram @detikcom dengan pemenuhan kebutuhan informasi followersnya. Peneliti menggunakan pendekatan penelitian kuantitatif, dengan paradigma positivistik dan menggunakan metode survey. Pengumpulan data dalam penelitian ini yaitu dengan cara menyebarkan kuesioner kepada 385 responden yang dianggap representatif atau mewakili seluruh populasi penelitian. Teori_yang_digunakan peneliti_adalah_teori uses and gratification, dan kebutuhan informasi. Hasil menunjukan interpretasi nilai)koefisien_korelasi variabel efektivitas sebesar 0,786 berada pada rentang 0,60 – 0,799 yang menunjukan hubungan yang kuat dan variabel penggunaan media sosial sebesar 0,819 berada pada rentang 0,80 – 1,000 yang menunjukan hubungan yang sangat kuat. Pada uji F diperoleh Fhitung > Ftabel= 500,434 > 0,004 dengan nilai signifikansi 0.00 < 0.05 yang menunjukan arah pengaruh efektivitas dan penggunaan media sosial positif yang dapat berarti terdapat pengaruh_yang_signifikan_secara_parsial dan simultan terhadap pemenuhan kebutuhan informasi followers akun instagram @detikcom.
This study aims (1) to find out whether there is a significant difference in short story text reading ability between students who take part in learning using reciprocal strategies and students who take lessons without using reciprocal strategies on VII grade students of SMP Negeri 1 Kasihan; and (2) testing the effectiveness of reciprocal strategies in learning to read short stories on VII grade students of SMP Negeri 1 Kasihan. The method used is quantitative research. The results of the t-test analysis of posttest t-data on the ability to read short stories in the control group and the experimental group obtained tcount of 8.364; df = 60; and p is 0.000 (p < 0.05). Based on the t-test analysis of the pretest and posttest data of the experimental group, obtained tcount of 8.969; df=30 and p by 0.000 (p < 0.05). These results idicate that there is a significant difference in the ability to read short stories between students who take lessons with reciprocal strategies and students who take lessons without reciprocal strategies. The study also showed a different increase in scores, namely the control group of 3.6 and the experimental group of 17.2.
Since English has become a foreign language in Indonesia, the capability to communicate in English has become ever more crucial. Correct speech is progressively required to prevent misunderstandings in articulating a message to the public. As a result, teaching English speaking is essential for teachers to improve their students' speaking abilities. As English is a second language in Indonesia, students struggle to acquire it. In the context of communication, the mother tongue or the language used in daily activities is more dominant. Because the use of foreign languages is still descending, one of the alternative techniques that a teacher can accomplish is a tongue twister. Tongue twisters as a teaching method enable pupils to speak more clearly, especially when pronouncing words. This research aims to report on the researchers’ experience using tongue twister to teach pronunciation in speaking practice. This research was conducted in an Indonesian Vocational High School in the Karawang district. Besides that, the role of the researchers was as active observers. The findings are that students relish learning using the tongue twister technique. Relish means that the students vigorously participate in learning because the teaching method is delightful and comfortable for students to comprehend the crux material. Therefore, the tongue twister technique assists students in learning English speaking continually.
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