Analysis Video Daud Kim - Bete? Kepo? Bahasa Indonesia Slang Challange

HELLO GUYS!! WELCOME BACK TO MY BLOG! 💞
so its been a long time since the last post in my blog right? miss me? haha i miss you all i miss to write down here huhu
okay now i'd like to reviewing and analysis a youtube video, but first i will tell you the video's below :
title : Bete? Kepo? Bahasa Indonesia Slang Challange
Youtube Channel : Daud Kim
Date Published : 8 Oktober 2019
Duration : 10.47
link : https://youtu.be/gISj8Ewgc6Y

He is my favourite youtuber because he is funny guy, and his video content are always interesting, we can learn a lot from his YouTube channel. he is korean guy but he is really interesting with Countries with a Muslim majority such as Indonesia and Malaysia, and you know what? he was a convert a few months ago. In this video Daud Kim made a video about Indonesian Slang but actually in this video are not only Indoneasia slang but also Korean slang. In this video we can see Daud Kim as Youtuber and his Indonesian friend Nina Novia (she is moved to Korea since 6 months ago )

They use English as Lingua franca and there also code mixing and code switching, for your information code mixing is is the mixing of two or more languages or language varieties in speech. While Code Switching is when a speaker alternates between two or more languages, or language varieties, in the context of a single conversation.

1.14 - 1.33
Namsachin
Daud : Namsachin (korean slang)
Nina : sachin(korea) is picture, Nam(korea) is boy, boy picture?
Daud : sa(korea) is saram(korea)
Nina : Nam = Namja (korea/boy)  , Sa = Saram (korea/human) , Chin = Chingu (korea/friend) , Male Human Friend
Daud : What's Thats mean?
Nina : Friends boyfriend?
Daud : Aniya(korea/bukan) , i'm guy but not your boyfriend, so its just like friend guy. Namsachin is very usual in korea.
oh, no namjachingu ya? (oh its that your boyfriend?)
aniyaa, namsachin (no he is my friend guy)

1.34 - 1.57
Mager
Nina : Mager
Daud : Mager?
Nina : Every indonesian knows this. Ah mager (bersandar di tembok)
Daud : Ah! i'm tired
Nina : Aniyaa(korea/bukan), but it can be
Daud : I'm sleepy , mager
Nina : Aniya (korea/bukan)
Daud : I'm hungry, ah mager
Nina : Aniyaa (korea/bukan) hahaha , ah mager i don't wan't to do-
Daud : Ah! i don't wanna move
Nina : haha i say the words, stupid, okey 'too lazy to move'(mager)

so as we can see there are code mixing and code switching in this video conversation. Actually in this video there’s a lot example of types of code-switching  and code-mixing and It’s really need a looooonngggg explanation to write them in this blog so i just write some of them. Hope you’ll find it and I suggest you to watch this video. Thank you💞

The Differences and Similarities

assalamualaikum. wr.wb. well, hello guys! today i want to inform you about the differences and similarities about two journals that i've been share to you before. so, lets check this out!

title : "USE OF MULTIMEDIA TECHNOLOGIES IN ENGLISH LANGUAGE LEARNING:
A STUDY"
author's name : Simhachalam Thamarana
introduction : this journal discusses the use of multimedia technologies in english language learning.  The author wants to know how effective the use of multimedia technology is in the learning process for students.
literature review : it is more important to understand how to use this technology more effectively and efficiently to be able to issue and issue new ideas in producing and presenting learning materials that enable students to be motivated to explore the content of learning and further enrich the learning process.
methodology : The issues of poor and ineffective learning of English language had been noticed among
undergraduate students in the collages of all the three north-costal districts in Andhra Pradesh,
i.e. Visakhapatnam, Vizianagaram and Srikakulam. At present, there are many Multimedia
technologies such as Internet, YouTube, Instant Relay Messenger, Smart Phone, Projector, Television, E-books, Graphics, Mp3 Player, Video player and Animations. These technologies have been contributing enormous to teaching and learning of English language effectively. Especially, Multimedia technologies are great source for language activities, material in teaching and learning English language. However, many students may not have the technical skills to make full use of these technological resources. Therefore, this study investigates the learners‟ attitudes towards the use of Multimedia technology

title : "Improving reading skills through effective reading strategies"
author's name : Hulya Kucukoglu
introduction : This journal discusses the Improving reading skills through effective reading strategies.  The author conducted research on effective reading strategies so that students were able to increase their reading skills.
literature review :  The idea here is that when we read something, the purpose is to try to
understand what the intention is. When dealing with reading, we encounter two layers of
reality: one that we can see and one that we cannot see. Therefore, the purpose of reading is to
make the invisible layer, the underlying meaning, visible and clear ). Teele asserts that
the goal of all readers should be to understand what they read (2004, p. 92). Research shows good
readers are actively involved with the text, and they are aware of the processes they use to
understand what they read. Teachers can help improve student comprehension through instruction
of reading strategies. Predicting, making connections, visualizing, inferring, questioning, and
summarizing are strategies shown by research to improve reading comprehension (Block & Israel,
2005). It is important to teach the strategies by naming the strategy and how it should be used,
modelling through the think-aloud process, group practice, partner practice, and independent use of
the strategy (Duke & Pearson, 2005).
methodology :The purpose of this research project is to determine the level of awareness of reading students
 and improve their reading strategies.  Teacher researchers use six strategies;  predict, make
 connection, visualize, conclude, question, and summarize.  Strategy introduced to
students
 learning,
  showed that 9 out of 14 students did not know the strategy.

so i think its enough from me, thank you for reading💜

Review about Methodology International Journal : "Improving reading skills through effective reading strategies" by Hulya Kucukoglu

Assalamualaikum wr.wb. hello guys, how are yoy today? i hope ypu'll always fine. i've been sick for 3 days :( oke now, i'd like to Review about Methodology International Journal : "Improving reading skills through effective reading strategies" by Hulya Kucukoglu

Reading skills are the most basic skills for academic learning and success in school.  According to a study conducted in the United States, the ability to read fluently was very significant
 related to how much a person can achieve in his personal and professional life (Blok & Israel, 2005).  For this reason the author decided to carry out this action research.  According to Brown
  and Dowling (2001), action research is a term applied to projects where practitioners
  seek to effect transform.  Generally, action research is carried out
  in school settings.  Corey (1953) believes that the value of research actions in change takes place in everyday practice rather than generalizing to a wider audience.  Action research is
  reflective process and dealing with practical problems that are close to the instructor and allow them to make changes.  The main objective of this action research is to find a real solution
  problems faced at school and looking for ways to improve student success.  Action process
 research helps educators assess needs, document the steps of investigation, analyze data, and
  make informed decisions that can lead to the desired results.
  Stages of an action
  research is;
 1. planning
 2. acting
 3. observe
 4. reflect (McNiff, 1988: 22)
  The results of the study show that students increase understanding when they analyze which strategies are most effective.
  they use and how it helps understand the meaning of the text.

  The purpose of this research project is to determine the level of awareness of reading students
 and improve their reading strategies.  Teacher researchers use six strategies;  predict, make
 connection, visualize, conclude, question, and summarize.  Strategy introduced to
  students
 learning,
  showed that 9 out of 14 students did not know the strategy.  First the strategy
  modeled by teacher researchers and as a second step the strategy is practiced by the whole
  class, then small group, and finally independent.  Following reading presentations
 strategy, the teacher researcher was given the Metacomprehension Strategy Index (MSI) to see
 if the strategy presented has changed students' understanding in reading.  Index is a tool
  where familiarity about reading strategies is used before, during, and after reading.  The teacher researcher then practices four reading texts from the textbook
 four weeks.

Review about literature review International Journal : "Improving reading skills through effective reading strategies" by Hulya Kucukoglu

Assalamualaikum wr.wb
hello dear, how are you? i hope you'll always fine. so, today i want to review literature review International Journal : "Improving reading skills through effective reading
strategies" by Hulya Kucukoglu.

This journal is different from the previous journal, but has the same topic. This journal discusses how strategies to increase reading ability. in this journal the author states that. Researchers have found that reading teaching strategies are one in developing students' understanding.
 However, many teachers do not have a solid foundation to teach this reading comprehension strategy.
Therefore, teachers need to be prepared how to design effective understanding strategies and ways of teaching
this strategy to students. This study aims to study effective reading strategies
improve reading skills in language classes. this study was applied to 14 students
in mid-level integrated skills courses.

in this research explained that if students want to get the most out of the material assigned to them, they must learn
read critically or analytically. the important point here is that when we read something, the goal is to try
understand what is the purpose. When we read, we find two layers
reality: what we can see and which we cannot see. Therefore, the purpose of reading is to
make the layer invisible, the underlying meaning, visible and clear. Teele confirmed that
"The purpose of all readers is to understand what they are reading" (2004, p. 92).

Teachers can help improve student understanding through instruction
reading strategy. Predict, make connections, visualize, conclude, question, and
summarizing is the strategy shown by research to improve reading comprehension (Block & Israel,
2005). It is important to teach the strategy by mentioning the strategy and how the strategy should be used,
modeling through hard thinking processes, group practices, partner practices, and independent use of
strategy (Duke & Pearson, 2005).

This journal was written by Hulya Kucukoglu Hacettepe University, Ankara, 06532, Turkey.
if you are curious about this journal please download this journal at https://www.sciencedirect.com/science/article/pii/S1877042813001146/pdf?md5=2442e26bb5be0592fe11e83f92d082f5&pid=1-s2.0-S1877042813001146-main.pdf

Thankyou for reading my blog! have a good weekend everyone!!❤️

Review International Journal : "USE OF MULTIMEDIA TECHNOLOGIES IN ENGLISH LANGUAGE LEARNING: A STUDY" by Simhachalam Thamarana

Assalamualaikum wr.wb. good morning good people! ❤️ welcome back to my blog. In this time, I would like to share to you about the result of research from the international journal "USE OF MULTIMEDIA TECHNOLOGIES IN ENGLISH LANGUAGE LEARNING:
A STUDY"
by Simhachalam Thamarana.  Let’s check this out..

in this moment, i'll show you the table of the result of research based on the questionnaire to makes us more easy to analyze the result..

as we can see,In the above Table , it is clear that the students, regardless of their gender, had positive
attitudes towards the use of Multimedia in English learning with an overall mean of 2.12 and
standard deviation of 0.982. The statement that got the highest mean 2.13 and Standard
Deviation 0.982 is “The use of Multimedia will change the way I learn”. Moreover, the statement which got the lowest mean 1.78 with Standard Deviation of 0.781 is “I feel
 comfortable with the idea of using Multimedia as a learning tool in English”. The low mean of this attitude is a further confirmation of these positive results.

The conclusion is The students‟ survey results suggested that the majority of the students seemed to have
positive attitudes towards the use of Multimedia Technologies in English language education. They agreed that multimedia technologies play a great role in language learning according to their own pace, helps in self-understanding and it does not hinder interaction with the instructor. The findings also suggest that multimedia technologies
supported language learning help in individual motivation for the students and understanding of concepts are also easy.
thankyou for reading my blog. i hope you enjoy it!

wassalamualaikum. wr. wb.

Review about context of the problem international journals : USE OF MULTIMEDIA TECHNOLOGIES IN ENGLISH LANGUAGE LEARNING: A STUDY by Simhachalam Thamarana

Assalamualaikum wr. wb
how are you? i hope you're always fine. Now i'd like to review about context of the problem international journals : USE OF MULTIMEDIA TECHNOLOGIES IN ENGLISH LANGUAGE LEARNING: A STUDY by Simhachalam Thamarana

In this moment i'd like to explain The issues of poor and ineffective learning Use Of Multimedia Technologies In English Language Learning

Multimedia can provide a number of learning information to students for learning purposes and accelerate the process of information seeking. If we need information related, we can easily find a number of information stored on the internet. With a wealth of up-to-date information from the internet, multimedia is very popular with teachers who need updated teaching materials The importance of using multimedia in language teaching, computers has become very popular in schools and many teachers now use it for language learning. This is not multimedia is a substitute for teacher. The teacher is always the facilitator of the entire class, whether in multimedia classes or in traditional classes. A quality teacher is not just a push button on multimedia computer technology. They will apply the teaching methodology from the experience of teaching language teachers and experts. Qualified teachers know how to convey information in the right way and how to arouse students' interest using computers or the internet. Therefore, a combination of multimedia and the right teaching methodology will attract students' attention while learning English (J. Acha, 1999).

Learning is a process of communication in the classroom between instructors and students. Teachers as senders of messages and students as recipients of messages about certain information related to science is a learning process. With tools in the form of chalkboards equipped with chalk as an additional medium if information is not enough to be conveyed through verbal means. The whiteboard used today is no longer the same as the beginning of learning. The chalkboard is currently undergoing changes due to technological advances, one of which is the presence of projectors that can display images from computers and even tablets connected to the internet.



The progress of this technology also made the teachers no longer asked to teach conventionally but followed the times. Use video and audio in the classroom with computer, internet and projector support. Teachers or instructors in delivering material in class are added to other media or referred to as multimedia. Multimedia is interactive or non-interactive. This is so that students can more easily understand the material and make the class not bored. However, this multimedia is not effective for all students.

Yes, visually there seems to be so much knowledge delivered from the teacher to students using multimedia and the internet, but if indeed students do not pay close attention or are not interested in their knowledge, learning media will not be useful. For this reason, the whiteboard is still used and the teacher still plays a major role in learning a science.

Context of the Problem:
The issues of poor and ineffective learning of English language had been noticed among
undergraduate students in the collages of all the three north-costal districts in Andhra Pradesh,
i.e. Visakhapatnam, Vizianagaram and Srikakulam. At present, there are many Multimedia
technologies such as Internet, YouTube, Instant Relay Messenger, Smart Phone, Projector,
Television, E-books, Graphics, Mp3 Player, Video player and Animations. These technologies
have been contributing enormous to teaching and learning of English language effectively.
Especially, Multimedia technologies are great source for language activities, material in
teaching and learning English language. However, many students may not have the technical
skills to make full use of these technological resources. Therefore, this study investigates the
learners‟ attitudes towards the use of Multimedia technolo

Review Literature Review International Journal: USE OF MULTIMEDIA TECHNOLOGIES IN ENGLISH LANGUAGE LEARNING: A STUDY by Simhachalam Thamarana

Assalamualaikum wr.wb 

hello guys, how are u? now i'd like to  Review Literature Review International Journal:  USE OF MULTIMEDIA TECHNOLOGIES IN ENGLISH LANGUAGE LEARNING: A STUDY by Simhachalam Thamarana. enjoy!

Multimedia technology is a technology that combines computer technology, compact disc player, video system and audio system to get a better combination and increase interaction between users and computers.

In the context of education, interactive through multimedia must play an important role in the process of development and learning in a more dynamic and quality direction. This helps by supporting computers in offering technology that supports learning applications.

However, it is more important to understand how to use this technology more effectively and efficiently to be able to issue and issue new ideas in producing and presenting learning materials that enable students to be motivated to explore the content of learning and further enrich the learning process.

All the kinds of technological tools that make us able to transmit information in a very large
meaning, leveraging the learning power of human senses and transforming information into
knowledge, stimulating the cognitive schemes of learners. The use of multimedia
technologies in educational institutions is seen as necessary for keeping education relevant to
the twenty-first century (Selwyn & Gordard, 2003). Educators have heralded the advent of
multimedia technologies as a catalyst for change in traditional teaching practices; to innovate
and improve on traditional practices (LeFoe, 1998; Relan & Gillani, 1997). One of the
ultimate goals of multimedia language teaching is to promote students‟ motivation and
learning interest, which can be a practical way to get them involved in the language learning
(Thamarana, 2015). Advances in information and communication technologies, particularly
the Internet and interactive multimedia technologies, are creating new networking
opportunities for students. Technology-mediated mentoring is one way to bring to students
subject matter experts that can give advice, feedback, and guidance (Kerka, 1998).
Multimedia in education has the potential to go beyond the boundaries of interaction and
explorative learning. The actors in the education community could establish a „„Virtual
Education Space‟

REVIEW INTERNATIONAL JOURNALS “USE OF MULTIMEDIA TECHNOLOGIES IN ENGLISH LANGUAGE LEARNING: A STUDY" BY SIMHACHALAM THAMARAN

Assalamualaikum.wr.wb

Hello guys. Miss me? It’s been a long time since my last article right? Okey, now I’d like to review about international journals, the title is “USE OF MULTIMEDIA TECHNOLOGIES IN ENGLISH LANGUAGE LEARNING: A STUDY” this journals written by Simhachalam Thamaran (Vol. 4, No.8, pp.15-30, September 2016) this journal consist of :

    1.       ABSTRACS

The writer’s tells us about Use of Multimedia technologies in teaching English language is one of the best recent and technological approaches in language learning, especially to inculcate and strengthen the opportunities to achieve objectives of language pedagogy

    2.       INTRODUCTION

Introduction that gives us the background why they arrange this journal.

    3.       REVIEW OF LITERATURE

explain the background and benefits and about the USE OF MULTIMEDIA TECHNOLOGIES IN ENGLISH LANGUAGE LEARNING

    4.       CONTEXT OF PROBLEM

Explain The issues of poor and ineffective learning Use Of Multimedia Technologies In English Language Learning

    5.       TERMINOLOGY

a)      Multimedia 

b)      Information Communication Technology

c)       Attitude

d)      Perception

    6.       AIM OF THE STUDY

Ø  To study learners‟ attitudes towards multimedia technologies as non-traditional forms of instruction.

Ø  Question of the Study  

(a) What is the learners’ attitude towards the use of Multimedia technologies?

Ø  Hypothesis of the Study

(a) There is no positive attitude of learners towards the use of Multimedia technologies.

Ø  Limitations of the Study

The study was carried out for six weeks within the time constraints and the availability of the participants. This duration can be extended to three months in a year. This can relieve the pressure of time and the other responsibilities of the participants.

    7.       DATA-GATHERING TECHNIQUE

The writer’s use questionnaires for gathering data. A questionnaire is a system for collecting information to describe, compare, and explain knowledge, attitudes, perceptions, or behaviour.  The questionnaire which is called „Students‟ Attitudes towards the Use of Multimedia technologies‟ contains 15 items. It was distributed among 320 Undergraduate Students. Responses were on a 5- point scale, ranging from “completely agree” to “completely disagree”. The purpose of this questionnaire is to collect information about students‟ attitudes when learning English with the help of Multimedia technologies i.e. E-books (PDF, Epub.), Graphics (Digital Images), Mp3 Players (Digital Audio Players), Video players (VCD, DVD players) and Animations.

    8.       RESULTS

it is clear that the students, regardless of their gender, had positive attitudes towards the use of Multimedia in English learning.

    9.       CONCLUSION

The students‟ survey results suggested that the majority of the students seemed to have positive attitudes towards the use of Multimedia Technologies in English language education. They agreed that multimedia technologies play a great role in language learning according to their own pace, helps in self-understanding and it does not hinder interaction with the instructor. The findings also suggest that multimedia technologies supported language learning help in individual motivation for the students and understanding of concepts are also easy. 

    10.   REFERENCES

    11.   AUTHOR PROFILE’S

Mr. Simhachalam Thamarana is a Senior Research Fellow in English, Department of English, Andhra University – 530003.  He joined the University as full-time Research Scholar for Ph. D. in January 2014.  He has received M. A., B. Ed.  Regarding his research experience, he has been doing his research on the subject area of English Language Teaching by using ICT and Multimedia.  There are 16 articles to his credit and presented 10 papers. Email: simhachalam.sch@cst.auvsp.edu.in

In Introduction :

This research was conducted to find out the role of multimedia in learning English. Multimedia is the combination of different content forms. It includes a combination of text, audio, still images, animation, video, or interactivity content forms. It is usually recorded and played, displayed, or accessed by information content processing devices, such as computerized and electronic devices, but can also be part of a live performance. Multimedia Multimedia devices are used to store and experience multimedia content. Multimedia is a distinguished from mixed media in fine art; by including audio, for example, it has a broader scope. Multimedia provides a complex multi-sensory experience to explore text, graphics, images, audio and video, through the presentation of information, and the people who can integrate a large amount of information.

If you want to read full this journal, go to :

https://www.eajournals.org/journals/international-journal-of-english-language-teaching-ijelt/vol-4-issue-8-september-2016/use-multimedia-technologies-english-language-learning-study/